Supporting Student-Teachers in the Multicultural Classroom

Autor/in	Stunell, Kari
Titel	Supporting Student-Teachers in the Multicultural Classroom
Quelle	In: European Journal of Teacher Education, 44 (2021) 2, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1758660
Schlagwörter	Student Teachers; Multicultural Education; Elementary School Teachers; Teacher Education Programs; Student Attitudes; Positive Attitudes; Student Diversity; Multilingualism; Educational Environment; Educational Change; Inclusion; Teaching Methods; Instructional Leadership; Foreign Countries; France + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Multikulturelle Erziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Frankreich
Abstract	The linguistic and cultural diversity which increasingly characterises European schools raises questions for both teachers and teacher educators. Can the diversity present in the learning environment be used constructively in building positive attitudes towards diversity in wider society? This study, based on a corpus of interviews with student primary school teachers engaged in a two-year programme of initial teacher education in France, investigates their readiness to meet the challenges of the multicultural classroom. Their attitudes towards the cultural and linguistic diversity of their classrooms, and their capacity to go beyond simply 'managing' the situation are analysed. The results suggest that without major changes in approach at the levels of teacher education, schools administration and within schools themselves; the rich possibilities to develop positive attitudes to inclusion and interculturality offered by the presence of plurilingual and pluricultural children in primary school classrooms will continue to be overlooked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01