Abstract
The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi-structured interviews. Analysis of the data yielded several key themes: (i) the need for caring and inclusive attitudes and school ethos, (ii) facilitating inclusive values and solidarity in pupils, (iii) building collaborative networks, (iv) organising 'responsive' teaching, and (v) facing challenges in responding to diversity. The implications of these findings for the development of inclusive practices are discussed. © 2006 Association for Teacher Education in Europe.
Original language | English |
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Pages (from-to) | 305-318 |
Number of pages | 13 |
Journal | European Journal of Teacher Education |
Volume | 29 |
Issue number | 3 |
DOIs | |
Publication status | Published - 1 Aug 2006 |
Keywords
- Diversity
- Inclusion
- Primary education