Culturally responsive teaching methods

Icelandic student teachers’ experiences

Abstract

The pupil demographics in Icelandic compulsory schools reflect the cultural diversity of Icelandic society. In autumn 2022, 6,570 children in compulsory education in Iceland had a mother tongue other than Icelandic, representing 13.9 % of the entire pupil body (Hagstofa Íslands, n.d.-a, n.d.-b, 2023). Previous studies indicate that increased cultural diversity in schools creates many opportunities – it can, for example, have a positive impact on the multicultural competence of pupils and teachers, reduce existing prejudice and contribute to the development of an empowering school culture (Grapin et al., 2019; Vervaet et al., 2018). However, despite various opportunities, school personnel (including teachers) face challenges that manifest in a shortage of appropriate teaching and learning materials, as well as a lack of theoretical and practical knowledge of teaching methods that are suitable for children from diverse cultural backgrounds (e.g., Friðborg Jónsdóttir & Jóhanna Einarsdóttir, 2024; Hermína Gunnþórsdóttir et al., 2017). Teacher education, therefore, needs to keep up with changing societal trends and provide an appropriate knowledge base to prepare future teachers to work in multicultural classrooms, a daily reality in Iceland.

This paper investigates Icelandic student teachers’ perspectives on culturally responsive teaching methods that motivate children to develop and use their cultural and linguistic resources. It also analyses student teachers’ experiences working with children from diverse cultural backgrounds. Based on the student teachers’ reflections on the educational process, its advantages, and its limitations, the paper discusses the implications for teacher education in Iceland.

Multicultural education theory is used as a starting point for the theoretical framework of this study. Multicultural education aims to create positive conditions in societies that ensure equal opportunities for education to all people, regardless of ethnicity, race, social status, or any other social characteristics (Banks, 2009; Parekh, 2006). Critical multiculturalism has emerged as a response to liberal manifestations of multicultural education (May & Sleeter, 2010). Critical multiculturalism recognises the importance of culture and past experiences in shaping people’s identities and emphasises culture’s dynamic and political nature (May & Sleeter, 2010; Vavrus, 2010). Critical multiculturalism seeks to equalise power distribution and eliminate structural discrimination in societies and educational institutions by standing up for social justice and human rights (May & Sleeter, 2010; Vavrus, 2010).

The data were collected as part of a research project entitled Multicultural Education: A Utopia or a Functional Framework for Successful Teaching Practices (2021–2024). The project is a comparative study that involves student teachers from three Nordic countries: Denmark, Iceland, and Norway. The main goals of this project are to provide insight into student teachers’ perceptions of multicultural education and to analyse how well they are prepared to work in multicultural classrooms in the future. In Iceland, data were collected through semi-structured, in-depth individual interviews with ten Master’s students in two universities that offer teacher education. According to the selection criteria, the participants had to be in the second year of their Master’s studies. They must have completed most courses included in the teacher education programme, and the on-site schoolteacher training before the start of the study. In addition to the on-site schoolteacher training, all participants had work experience from compulsory education in Iceland. The interviews were conducted in Icelandic, and the average length was 48 minutes. Thematic analysis, as described by Braun and Clarke (2013), was applied during the analytical process.

The findings revealed that teacher education programmes did not emphasise the development of student teachers’ multicultural competence. Despite having positive attitudes towards culturally responsive teaching methods, the participants could not fully benefit from them as their theoretical and practical knowledge was insufficient. During the interviews, the participants described the methods they used to demonstrate cultural caring to their pupils from diverse cultural backgrounds and to create an atmosphere of trust in their classrooms. Teaching methods were generally focused on teaching Icelandic as a second language. The acquisition of skills in Icelandic is of great value for children from diverse cultural backgrounds because it allows them to communicate with their peers, acquire new knowledge, and gain access to further studies later. However, support for active plurilingualism is no less important, but, as the findings from this study show, this viewpoint tends to be overlooked despite the current emphasis on plurilingualism in Icelandic official documents and policies, including the national curriculum guide for compulsory schools.

This study indicates that universities must review the place of multicultural education in teacher education programmes to develop a holistic view of culturally responsive teaching methods in student teachers’ minds. Multicultural education should not be seen as a supplement or extra work but rather as a mindset underlying the principle of good teaching practices.