Teaching For Diversity According To Teachers From Diverse Backgrounds
Author(s):
Sabine Severiens (presenting / submitting) Sofia Marques Silva Tomislav Tudjman
Conference:
ECER 2015
Network:
10. Teacher Education Research
Format:
Paper

Session Information

10 SES 03 D,

Paper Session

Time:
2015-09-08
17:15-18:45
Room:
325.Oktatóterem [C]
Chair:
Sally Elton-Chalcraft

Contribution

A literature review by Severiens, Wolff and van Herpen (2014) showed five areas of expertise that seem important for teaching in urban classrooms with students from large varieties of ethnic/cultural and social backgrounds. Urban teachers should first of all know about language development in classes of pupils whose first language is not the language of instruction (Elbers, 2010) Expertise on language includes knowing what it takes to learn in a language that is not your mother tongue. Secondly, urban teachers should be competent in using didactic resources that support the learning of all their pupils. Gay (2000) describes how your own ideas about diversity determine how you teach in diverse classrooms. Teachers that are afraid of difference teach differently than teachers that are curious and without fear. One of the main skills in this area refers to differentiated instruction: Gay’s general advice is to vary and differentiate. The third area of expertise includes competence in dealing with social interactions in group work, and phenomena that play a role such as stereotypes and expectations (see e.g., Jussim & Harber, 2005). This area is also about identity development and what it means to have to combine different ethnic identities and different value systems. The fourth area of expertise refers to parental involvement and is based on research showing that parent involvement increases school effectiveness (lewis, Kim & Bay, 2011). The research also shows how difficult it can be to get parents involved, especially in poor urban areas. The fifth area of expertise refers to school-community relationships (Schutz, 2006). It is about being able to communicate with community organizations and collaboratively supporting development and school success of the children in the community.

This paper describes the results of a study on the ways in which teachers from migrant and minority backgrounds interpret and value these five areas of expertise. Furthermore, the study enquired about possible ways to become competent in these five areas. In what ways have they become competent in diverse classrooms and what are their recommendations regarding professional development in these areas? The present study invited migrant teachers and teachers from minority backgrounds to voice their thoughts and ideas on the necessary teacher competences and possible ways to prepare for teaching in diverse classrooms. The reason to invite teachers from migrant and minority background only is that, given their own backgrounds, they may have a specific view on the topic. They may be in a better position to understand as well as tend to the needs of students from migrant and minority positions. The study was organized as one of the activities in the European Sirius network. The main aim of Sirius is to contribute to closing the achievement gap between students from native and migrant backgrounds (Sirius position paper, 2012).

The following questions were answered:

  1. What are the areas of expertise needed in diverse classrooms according to teachers from diverse backgrounds?
  2. How can competence in these areas of expertise be increased?

Method

Ten teachers in both primary and secondary education participated in a 2 day focus group session that took place in Brussels. The teachers were from the countries: two from Portugal, three from the Netherlands, two from Germany, two from Lithuania and one from Italy. The focus group session consisted of a variety of activities in small groups as well as in plenary sessions. The activities included a preparatory assignment and assignments during the meeting. During the session, these five areas of expertise were presented after which the teachers were asked to rate the importance of the five areas, possible other relevant areas and elaborate their point of view. Furthermore, the teachers were asked how they developed their own competence in these areas and what possible ways would be for larger groups of teachers to become competent in diverse classrooms. Detailed minutes were made of all presentations and discussions. A qualitative content analysis (Silverman, 2006) was conducted using the minutes as well as the assignments.

Expected Outcomes

The results show that the first three areas (language diversity, learning environment and social psychology are considered very important. Parental involvement and school-community relationships seem to be a little less important. On language: All teachers agree that expertise on language is very important and some emphasize the relevance of their own background in this. On learning environment: the teachers agreed that diverse classrooms do ask for more flexibility and a personal approach. On social psychology: the teachers explained how their own migrant backgrounds seems to have increased their sensitivity and understanding of this area. On parental involvement: The teachers acknowledge the research findings in this area, but explain that there is an optimum level. On school-community relationships: the teachers relate this area to citizenship teaching as well as obtaining local knowledge and learning science concepts. When asked about possible other areas of expertise, the teachers mention the following areas: expertise in migration histories, in diagnostic analysis of children, in curriculum critique and interpretation, and in conceptual teaching. Regarding the second research question: the teachers noted that there is very little attention for teaching in diverse classrooms in professional development programs nor in teacher training programmes. It appears that adapting teaching practices to the needs of children in diverse classrooms is an informal issue and it only takes place if teachers are willing to do it. The teachers phrased a big question: can we leave this up to individual teachers? The general recommendation made by the teachers was to provide structural attention in teacher training, in-service and pre-service and organize more provision for professional development.

References

Elbers, E. P. J. M. (2010). Learning and Social Interaction in Culturally Diverse Classrooms. In International Handbook of Psychology in Education, K. Littleton, C. Wood and J. Kleine Staarman (Ed), 277–318. Bingley, UK: Emerald. Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press. Jussim, L., & K. D. Harber (2005). Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies. Personality and Social Psychology Review, 9(2), 131–155. doi: 10.1207/s15327957pspr0902_3. Lewis, L. L., Y. A. Kim, & J. Ashby Bey (2011). Teaching Practices and Strategies to Involve Inner-City Parents at Home and in the School. Teaching and Teacher Education 27, 221–234. doi:10.1016/j.tate.2010.08.005. ISSN: 0742-051X. Severiens, S., Wolff, R. & Herpen, S. van (2014). Teaching for diversity. European Journal of Teacher Education. doi 10.1080/02619768.2013.845166. Schutz, A. (2006). Home is a Prison in the Global City: The Tragic Failure of School-Based Community Engagement Strategies. Review of Educational Research 76, 691–743. doi:10.3102/00346543076004691. Silverman, D. (2006). Interpreting Qualitative Data. Methods for Analyzing Talk, Text and Interaction. London: Sage. Young, M. (2011). What are schools for? Educação, Sociedade & Culturas, 32, 145-155.

Author Information

Sabine Severiens (presenting / submitting)
Erasmus University Rotterdam
Department of Pedagogical and Educational Sciences
Rotterdam
Sofia Marques Silva
University of Porte, Portugal
Tomislav Tudjman
Risbo
Rotterdam

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