Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school
DOI:
https://doi.org/10.5617/adno.7821Keywords:
Initial teacher education, diverse classrooms, focus group interviewsAbstract
Abstract
The purpose of this study is to investigate how preservice teachers reflect on diversity and on teaching pupils from diverse backgrounds. Following a qualitative research design, the empirical data were constructed through focus group interviews with preservice teachers attending a 4-year initial teacher education programme for compulsory school in Norway. The thematic analysis of focus group interviews yielded three main results, namely differences are individual and considered natural, diversity as a value and challenge, and belief in practice rather than theory. Results suggest that despite their appreciative views towards diversity, the preservice teachers seem to be having a dilemmatic position regarding whether they should treat every pupil the same or differently. Moreover, the results point to the significance of establishing coherence between theory and practice in initial teacher education regarding the preparation of preservice teachers for their work with diverse pupils.
Keywords: initial teacher education, diverse classrooms, theory-practice coherence
Lærerstudenters refleksjoner over undervisning og mangfold i norsk grunnskole
Sammendrag
Formålet med denne studien er å undersøke hvordan lærerstudenter i den fireårige grunnskolelærerutdanningen reflekterer over mangfold og undervisning av elever som har ulik bakgrunn. Studien er basert på et kvalitativt forskningsdesign, og data er konstruert ved hjelp av fokusgruppeintervjuer med lærerstudenter i den fireårige grunnskolelærerutdanningen. Den tematiske analysen ledet fram til tre hovedresultater: Forskjeller er individuelle og forstås som noe naturlig, mangfold som en verdi og utfordring, og vektlegging av praksis heller enn teori. Resultatene viser at til tross for deltakernes verdsetting av mangfold, opplever lærerstudentene dilemma når det gjelder hvordan de skal handle i praksis. Resultatene peker videre på betydningen av å etablere koherens mellom praksis og teori i lærerutdanningen for å forberede lærerstudentene for arbeidet med mangfoldige elevgrupper.
Nøkkelord: lærerutdanning, mangfold i klasserom, teori-praksis koherens
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