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In this paper intercultural education is examined from the position of constructivism with the intention to show how the constructivist approach to intercultural education takes into account the teacher's dispositions for dealing with cultural heterogeneity. The answer to the question how teachers perceive and understand intercultural education is the starting point in providing conditions for the development of intercultural competences of teachers, primarily their intercultural sensitivity. Therefore, the second part of the paper emphasizes the importance of researching teachers' beliefs about intercultural education and their intercultural sensitivity in order to conceive efficiently intercultural education programs. Revealing teachers' beliefs about intercultural education is relevant for various contexts, which is in this paper illustrated by examples from Switzerland and Serbia. Final part of the paper outlines the importance of researching teachers' beliefs about intercultural education both for the educational theory and practice.
Leutviler et al. (Mon,) studied this question.