Understanding and responding to diversity in the primary classroom: An international study

Neil Humphrey, Paul Bartolo, Peter Ale, Colin Calleja, Thomas Hofsaess, Vera Janikova, Annemieke Mol Lous, Vida Vilkiene, Gun Marie Wetso

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)305-318
Number of pages13
JournalEuropean Journal of Teacher Education
Volume29
Issue number3
DOIs
Publication statusPublished - 1 Aug 2006

Keywords

  • Diversity
  • Inclusion
  • Primary education

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