Abstract
As schools become increasingly multicultural, teachers need special sensitivity to recognize differences and intercultural competences to be able to support the personal and academic growth of diverse students. This paper introduces newly qualified teachers' conceptions of diversity and intercultural competence in a Finnish context. The teachers in the study graduated from a Masters of Education International Teacher Education Programme, which focuses on intercultural aspects of education and teachers' work. Data for this research were collected and analysed qualitatively by applying a phenomenographical research approach. On the basis of the data interpretation, three different diversity categories were formed: visible and invisible group level differences and individual differences. Conceptions of intercultural competence in educational contexts also formed three qualitatively different categories (1) an ethical orientation including values, interpersonal characteristics and basic orientation towards other people and the world; (2) efficiency orientation including organizational skills and ability to act in various roles and situations; and (3) pedagogical orientation including intercultural pedagogical competences.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.