Student teachers in the contact zone: developing critical intercultural 'teacherhood' in kindergarten teacher education

This paper reports on the results of a narrative-grounded investigation ofstudent teachers' intercultural experiences and learning during their teaching practice. Our interest is in the meaning of the intercultural contact zone and how education for diversities is conceptualised and reflected u...

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Published inGlobalisation, societies and education Vol. 14; no. 1; pp. 110 - 126
Main Authors Layne, Heidi, Lipponen, Lasse
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2016
Taylor & Francis Ltd
Subjects
Coding
Competence
contact zone
Cultural Awareness
Cultural contact
diversity
Educational Practices
Empathy
Finland
Foreign Countries
Intercultural interaction
intercultural learning
Kindergarten
Learning
Meaning
Multicultural Education
Narratives
Portfolio Assessment
Portfolios
postcolonial theory
Professional identity
Reflection
Student Diversity
Student Teacher Attitudes
Student Teachers
Student teaching
Teacher Education
Teachers
Teaching
Finland
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Summary:This paper reports on the results of a narrative-grounded investigation ofstudent teachers' intercultural experiences and learning during their teaching practice. Our interest is in the meaning of the intercultural contact zone and how education for diversities is conceptualised and reflected upon in Finnish teacher education. Critical event narratives were collected from 10 kindergarten student teachers' teaching practice portfolios where the focus was on observing and reflecting on diversities in education. Theoretically, the study relies on Pratt's theory of contact zone. The methods and conditions for supporting student teachers' understanding of diversities in teacher education are discussed.
ISSN:1476-7724
1476-7732
DOI:10.1080/14767724.2014.980780