Student Teachers' Reflection on Teaching in Multicultural and Multilingual Classrooms

• In Event: Poster Session 10
  In Poster Session: Teacher Development/Professional Development Posters

Abstract

This study is based in Norway which had little immigration up until about 1970. Today the immigrant population is 13%. In the study, the concepts of institutional power and power of definition, as understood within Critical Multiculturalism, are used as a theoretical approach to analyse group interviews with pre-service teachers about teaching in multicultural and multilingual classrooms. Analyses show that the preservice teachers are aware of, and comment critically on system level and pedagogical practice, but their knowledge of rules and regulation of the system level is weak. The student teachers are less critical of their own role and their use of concepts – the power of definition.. Results are discussed in relation to future directions for teacher education.

Author

• Wenche Elisabeth Thomassen, University of Stavanger, Norway