Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences

Abstract

ABSTRACT Although diversity in the classroom offers new opportunities for learning and can be a source of inspiration, teachers often experience a diverse student population as challenging. Teachers at five primary schools engaged in a professionalisation trajectory, in which teacher learning teams, supported by researchers, developed educational approaches for making use of the diversity in the classroom, and thus improving the teachers’ diversity competences. Starting point was the notion that diversity is a positive and multidimensional phenomenon. The professional development approach chosen was a combination of Experiential learning, Social learning and Theoretical learning (EST learning). We investigated to what extent and how this EST professional development approach contributed to an increase in teachers’ diversity competences. Members of the learning teams (N ≈ 20) completed questionnaires, and repeated interviews were conducted. Different trajectories originated, which mainly differed by the starting point chosen: experimenting, exchanging experiences, or reflecting on and translating theory. The most important learning outcome was awareness of multidimensional diversity in the classroom. For the participants the learning team was the most important source of (social) learning in this. Future research should examine how theory as a source for learning can take shape more effectively.