Determinants for Specific Pedagogical Competences for Work With Migramnt Children – On the Base of the Norwegian Experience

The article presents grounds for the development of professional-pedagogical competences for working with migrant children based on the Norwegian educational practice. Specific pedagogical competences are a natural consequence of the interpretations of the respective education policy regarding basic educational needs of migrant children and ways in which the education system can respond in favor of their optimal integration into the host society. Needs related to the mastery of the Norwegian language and respect for the mother tongues of migrant children are brought to the fore, which implies the development of relevant professional-pedagogical competences of teachers, especially as positive attitudes towards linguistic diversity and readiness to support the acquisition of the language of instruction. Both similarities and differences between the Bulgarian and Norwegian educational policy and practice regarding the education of migrant children are outlined, which reflects on the understanding of the necessary pedagogical competences of the teachers working with them.