Abstract:

Introduction:
Intercultural education turns out to be an issue of a chief prominence in Europe due to the increasing ethnic diversity of the population that resulted from immigration. The different states’ attempt to fund multiculturalism in their educational policies based on the principles of democracy and equity.
Objectives:
This paper investigates the extent to which Greek teachers believe that the intercultural dimension of teacher education can be enhanced by a variety of ways like: a) By discussing and managing relevant issues within the teachers ‘association, (b) by managing some very important issues within intercultural education (mutual respect, empathy, parity, etc.), (c) by implementing supportive institutions of intercultural education and (d) by informing the teachers on issues regarding intercultural education through their participation in in-school and inter-school training. Also, this work investigates the extent to which Greek teachers believe that the intercultural dimension of education is enhanced by the participation of schools (including teachers, students and parents) in awareness-raising days and events or by a variety of other actions including: (a) the implementation of school activities / innovative actions,(b) the implementation of European programs and exchanges with intercultural content, (c) the implementation of partnerships, fraternities and synergies between neighboring schools with different cultural profiles, (d) by distance learning or schools for expatriates, e) through cooperation with schools in foreign countries, (f) by the use of New Technologies in the development of intercultural dialogue, and (g) By the participation of each school unit in student competitions, conferences, exhibitions of projects and the communication/cooperation among students. All these subjects are considered in this work. Furthermore the participation of the school unit in student competitions, conferences, exhibitions of projects is considered another objective or the study.
Methodology:
The research data were analyzed via Factorial Analysis of Correspondences (Analyse Factorielle des Correspondances - AFC).
Sample:
The sample consists of the 130 respondents, 105 were women, (80.8%) and25 men (19.2%).95 (73.1%) were education executives and 35 (26.9%) were not.



Results:
The results have shown that, there is a number of ways to enhance the intercultural dimension of school education a hierarchical manner: through the provision of counseling and vocational guidance to the related student groups and through the use of New Technologies in the development of an intercultural dialogue and communication between students (joint projects, creation of blogs, etc.). Additionally, the school connection to the local community, the utilization of the cultural identity of all students (mother tongue, previous school knowledge, experiences) in both the didactic and pedagogical sphere and in psychosocial support of foreign students and of students and their parents who are returning home could be useful aids towards this scope.

Conclusion:
The results have shown that the educational policy of each country must place special emphasis on the utilization of New Technologies that will emphasize on the cultural identity of all the students. This will lead to the removal of major problems that arise in the intercultural education. Finally, our work includes implications and suggestions for further research.

Keywords:

Intercultural, Dimension, Education.