Teacher Diversity Awareness in the Context of Changing Demographics in Finland

• In Event: 72.040 - International Perspectives on Teacher Preparation for Second Language Learners

Abstract

Objectives: This study examined teachers’ awareness of and expressed needs in relation to increasing linguistic and cultural diversity in Finland. Three main research questions guided this study:
1. How do teachers in a diverse school describe their abilities to reach their students?
2. What type of interactions did teachers have with diverse populations in their own educational journey and current work?
3. What skills and knowledge do teachers feel they need to effectively teach diverse learners?

Theoretical Framework: Increasing diversity across all European countries shifts the landscape for educators who must adapt to these changes, each within their unique contexts. Finland’s education system is viewed as highly effective, based on the level of student performance in international comparisons (PISA, 2003, 2006), as well as parity in achievement in terms of sex, domicile, school, and socio-economic background (Kivirauma & Ruoho, 2007). However, recent research suggests that increasing diversity is resulting in growing gaps in achievement between immigrants and native Finnish students (Itkonen & Jahnukainen, 2007).
The changing demographics and the appearance of achievement gaps among students in Finland make it imperative to prepare teachers for culturally responsive practice (Gay, 2010). Initial study of Finnish teachers’ knowledge about and attitude toward diversity and teaching multilingual learners indicated that Finnish teachers do not have the appropriate knowledge base and strategies to address diversity (Soilamo, 2008).

Methods and Data Sources: This study used a survey to gather data from (N=98) inservice teachers in a Finnish teacher training school that served over 1200 students in grades 1-12, about 30% of whom were born outside Finland or were non-White. All the participants worked with diverse learners during the school year. Questions were posed regarding teachers’ knowledge about diverse learners, connections between multilingualism and learning, strategies for teaching diverse learners, and teachers’ experiences and interactions with racially and ethnically diverse people in their own K-12 journeys. Quantitative data were analyzed for descriptive statistics. In addition, a qualitative analysis of participants’ responses (Corbin & Strauss, 2008) was conducted.

Results: The teachers demonstrated an awareness of the existence of links between language, culture, and learning but lacked in-depth knowledge in two areas: culturally responsive pedagogy and teaching content through a second language (for Finnish L2 learners). Participants had had little or no exposure to diversity during their years as students in Finnish schools and displayed limited knowledge about multilingual learners’ culture and individual life circumstances. Importantly, they expressed a desire to learn about the lives and cultures of diverse students and to acquire strategies to more effectively teach content.

Scholarly Significance: This study suggests that teachers in Finland, as in other nations, do not have sufficient preparation to address the needs of students from diverse linguistic and cultural backgrounds. The results provide insights into the type of pre and inservice training that would support them in better meeting the needs of a diverse student population. An important first step would be to make cultural competence and culturally relevant teaching a required component of teacher preparation (Hollins & Guzman, 2005).

Authors

• Emmanuel Opoku Acquah, University of Turku

• Madhavi Tandon, University of Colorado - Denver

• Nancy Commins, University of Colorado - Denver