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It shows how multilingual and intercultural practices create distinctive learning experiences and stimulate teachers’ professional growth, while introducing new educational approaches alongside language acquisition. Border mobility simultaneously strengthens and enriches educational practices across participating institutions and highlights competence in multilingualism and interculturalism as a key driver for further professional development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mobile-teachers-at-border-schools-multilingualism-and-interculturalism-as-new-challenges-for-professional-development/599043/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mobile-teachers-at-border-schools-multilingualism-and-interculturalism-as-new-challenges-for-professional-development/599043.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the cross-border learning mobility model discussed in the article?","Question",{"text":112,"@type":113},"The model involves weekly exchanges of “mobile teachers” from neighbouring countries, enabling multilingual and intercultural teaching practices in border-area kindergartens and schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does border mobility affect teachers’ professional development?",{"text":117,"@type":113},"Implementing cross-border learning mobility increases teachers’ awareness of multilingual and intercultural competence as an important factor for their further professional development.",{"name":119,"@type":110,"acceptedAnswer":120},"Which region and education settings are included in the study?",{"text":121,"@type":113},"The article focuses on a tri-border area including Slovenia, Austria, and Italy, and describes experience from both kindergartens and elementary/high schools located in border communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599043,1792189528,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi: 10.26529/cepsj.551  \nMobile Teachers at Border Schools – Multilingualism and Interculturalism as New Challenges for Professional Development  \nKatica Pevec Semec1  \n• This article discusses the implementation of cross-border learning mobility, which has taken place in some schools and kindergartens atthe tri-border area of Slovenia, Austria and Italy. The findings suggest that the implementation of multilingual and intercultural practices, which involve weekly exchanges of ‘mobile teachers’ from neighbouring countries, created a unique educational experience that has encouraged teachers to greater professional growth. In addition to another language, mobile teachers have brought with them various new educational approaches. Border mobility has contributed to the simultaneous strengthening and enriching of educational practices in various border kindergartens and schools. For teachers, the implementation of crossborder learning mobility strengthens the awareness of the importance of competence in multilingualism and interculturalism as an important factor for their further professional development. This article will analyse the knowledge and experience of professionals involved in such mobility programs in terms of a new dimension of professionalism, and the need to develop multilingualism and interculturalism competences.  \nKeywords: mobile teachers, neighbour language acquisition, multilingualism and interculturalism, professional development  \n1 National Institute of Education, Slovenia; [pevec.katica@gmail.com](pevec.katica@gmail.com).  \n48 mobile teachers at border schools – multilingualism and interculturalism as ...  \nMobilni učitelji na obmejnih šolah – večjezičnost in medkulturnosti kot nov izziv za profesionalni razvoj  \nKatica Pevec Semec  \n• Članek se nanaša na nekatere ugotovitve pri izvajanju medregionalnevzgojno-izobraževalne prakse, ki je potekala v nekaterih vrtcih in šolah, ki so na tromeji med Slovenijo, Avstrijo in Italijo. Ugotovitve kažejo, da se je izvajanje večjezične in medkulturne prakse, ki so jo tedensko uresničevali učitelji iz sosednjih držav, t. i. mobilni učitelji, izoblikovalov edinstveno pedagoško izkušnjo, ki je učitelje spodbudila k večji profesionalni rasti. Poleg novega drugega jezika sosednje države so mobilniučitelji prinašali v vrtce in šole tudi različne nove vzgojno-izobraževalneučne pristope. Predstavljena obmejna mobilnost učiteljev je hkratiprispevala h krepitvi in k obogatitvi vzgojno-izobraževalne prakse vrazličnih obmejnih vrtcih in šolah. Pri učiteljih je izvajanje čezmejne mobilnosti okrepilo zavedanje pomena usposobljenosti na področjih večjezičnosti in medkulturnosti kot pomembnega dejavnika njihovega profesionalnega razvoja. V članku so analizirana nekatera spoznanjain izkušnje strokovnih delavcev, vključenih v mobilnost, v katerih seizkazujeta nova dimenzija profesionalnosti ter potreba po razvoju večjezičnost in medkulturnosti.  \nKljučne besede: mobilni učitelji, učenje sosedskih jezikov, večjezičnostin večkulturnost, profesionalni razvoj  \nIntroduction  \nThe learning and use of languages are fundamental to peaceful coexistence in the common European area, especially in those areas where languages and cultures have coexisted for centuries. In Slovenia, there is a long tradition of acknowledging the presence of the languages of neighbouring countries in the minority areas of Prekmurje and Istria. Moreover, it can be argued that these and other neighbouring languages (Croatian and German) are present in the area beyond the national borders, where there is urban proximity between the neighbouring countries: Slovenia, Austria and Italy. In elementary school, the neighbouring language is most often taught outside the compulsory curriculum, for example as an activity of interest to students. Therefore, the efforts of kindergartens (at the Kranjska Gora elementary school in Slovenia, at Camporosso in Italy, at Nötsch in Austria) and schools (Kranjska Gora Primary School, Vol","cbCailntXIiBH8Va","https://ap.wps.com/l/cbCailntXIiBH8Va","pdf",149764,15,"English","# Introduction\n# Multilingualism and interculturalism as important aspects of professional development","[{\"question\":\"What is the cross-border learning mobility model discussed in the article?\",\"answer\":\"The model involves weekly exchanges of “mobile teachers” from neighbouring countries, enabling multilingual and intercultural teaching practices in border-area kindergartens and schools.\"},{\"question\":\"How does border mobility affect teachers’ professional development?\",\"answer\":\"Implementing cross-border learning mobility increases teachers’ awareness of multilingual and intercultural competence as an important factor for their further professional development.\"},{\"question\":\"Which region and education settings are included in the study?\",\"answer\":\"The article focuses on a tri-border area including Slovenia, Austria, and Italy, and describes experience from both kindergartens and elementary/high schools located in border communities.\"}]","Mobile Teachers at Border Schools - Multilingualism and Interculturalism as New Challenges for Professional Development | PDF",1792088065,38]