Exploring student teachers’ development of intercultural understanding in teacher education practice

Bibliographic Data

ID12876147
AuthorsAnnfrid Rosøy Steele (0009-0007-2505-790X, corresponding author), Tove Leming (0000-0003-3105-5680)
Year2022
Volume19
Issue1
Pages47-66
Publication date2022-01-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Peace Education (JOURNAL)
Journal identifiersISSN: 1740-0201 • E-ISSN: 1740-021X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2022.2030688
OpenAlexW4214560765
LanguageEN
Citations received5
References cited16

Teachers’ intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts

Competence (human resources · Cultural competence · Faculty Development · Intercultural communication · Intercultural Competence · Intercultural relations · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Professional development · Teacher education · Adult and Continuing Education Topics · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology

Tools

Open DOIOpen Access