Kulturelt ansvarlig didaktik: Lærerstuderendes perspektiver og erfaringer
DOI:
https://doi.org/10.7146/lup.v9i2.141084Nøgleord:
læreruddannelse, professionshøjskoler, multikulturel pædagogik, mangfoldighed, transnationalisme, teacher education, university college, multicultural education, diversity, transnationalismResumé
Resumé
På trods af at kulturel mangfoldighed giver forskellige muligheder og igangsætter positive ændringer i skolemiljøet, peger undersøgelser i Danmark på, at skolelærere ofte føler sig uforberedt på at skulle arbejde med elever med en transnational baggrund. Denne artikel præsenterer resultater fra et kvalitativt studie, der undersøger lærerstuderendes perspektiver på og erfaringer med undervisningsmetoder designet med fokus på elevernes kulturer og sprog. Undersøgelsens teoretiske ramme er baseret på teorier om multikulturel pædagogik og kulturelt ansvarlig didaktik. Det empiriske materiale består af individuelle interviews med i alt 14 studerende, der på dataindsamlingens tidspunkt (foråret 2022) nærmede sig afslutningen på deres læreruddannelse. Resultaterne indikerer, at læreruddannelsen ikke udruster de studerende med en dybtgående forståelse af undervisningsmetoder, der er velegnede til undervisning af elever med en transnational baggrund. Selvom de studerende havde visse kundskaber og idéer om integreringen af elevernes sprog i undervisningen, blev integreringen af kulturer betragtet som en udfordrende opgave.
Abstract
Although cultural diversity introduces various opportunities and brings positive changes to school environments, previous research in Denmark indicates that schoolteachers often feel unprepared to work with children of a transnational background. This article presents findings from a qualitative research project exploring Danish student teachers’ perspectives on and experiences with teaching methods designed with children’s cultural and linguistic diversity in mind. The theoretical framework of the study draws on the scholarship on multicultural education and culturally responsive teaching. The study participants were 14 students who, at the time of the study (spring 2022), were finishing their teacher education programme. The findings suggest that there is room for improvement in Danish teacher education to better equip students with a holistic understanding of teaching methods suitable for multicultural classrooms. The participants had some knowledge and ideas on integrating children’s languages, whilst integrating cultures was considered a significantly more difficult task.
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