Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling
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https://hdl.handle.net/11250/3128660Utgivelsesdato
2023Metadata
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International Journal of Educational Research. 2023, 120 1-13. 10.1016/j.ijer.2023.102201Sammendrag
The pupil population has become more diverse in Icelandic schools. However, there remains a need for teachers to be better prepared to work in this changing context. Drawing on critical multiculturalism, multicultural education theory, and tenets of culturally responsive teaching, this paper explores student teachers’ perspectives on various methods which support cultural and linguistic diversity, challenge prejudice, and promote cooperation with parents from diverse cultural backgrounds. The findings indicate that the student teachers value culturally responsive teaching methods and have been able to utilise them to some extent in practice. However, despite the preparation received from their teacher education programmes, their understandings of the theoretical constructs are inconsistent and influenced by personal interests and specialisation within the programme.
Beskrivelse
Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).