TEACHER'S CONFRONTATION WITH INTERCULTURALITY FROM THE PERSPECTIVE OF EMPIRICAL RESEARCH

This article deals with the meaning of the teacher's positive confrontation with interculturality in the field of education. In the theoretical part, we focus on the role of the teacher in the framework of intercultural pedagogy and education. This is followed by the presentation of education counselling service which is an important supporting factor for the teacher when facing or accepting interculturality. Results of the empirical research conducted in June 2009 are presented in the second part of the article. The aim of the research, carried out on primary school teachers, was to find out how they accept interculturality and how would they evaluate the support of the education counselling service in this situation.