Theoretical framework

In multicultural society there is a growing number of pupils in primary schools from different cultures and with a foreign background. That calls for various approaches in planning teaching and learning for diverse groups of students (Guðjónsdóttir, 2000). In teacher education there is a need to introduce an approach, which builds on critical education and pedagogy that emphasize the importance of human intervention in transforming education (Moen, 2008). It is important that there is a focus on critical reflection on the experiences during the teaching practice and that student teachers relate their experience to current theories. A special emphasis on good practices in a successful learning environment where the issues of social justice, equity, democracy, and human rights are embedded in the learning process are critical (UNESCO, 2008). Teacher training needs reinforcement when it comes to inclusion and pedagogy that work in diverse group of students. To experiance teacher collaboration and teamwork to be able to meet all pupils in an effective ways is important (Karlsdóttir and Guðjónsdóttir, 2010).

When the student teachers are developing their profession they need to learn methods and ways to meet all pupils with mixed ability needs. One of the approach which meets diverse group of pupils is Storyline which meets the pupils´ learning styles and abilities. A special emphasis is on good practices in a successful learning environment where the issues of social justice, equity, democracy, and human rights are embedded in the learning process (Guðjónsdóttir and Karlsdóttir, 2011).

The teaching method in focus in this paper is Storyline (The Scottish method) – an approach to effective teaching and learning in a diverse group of pupils with mixed ability needs. Storyline offers “a motivated context, integration of the ideas and interests of the pupils, a wide variety of differentiation, an opportunity for the pupils to become aware of their individual learning styles and to develop their selv-organisational skills as well as their own learning strategies” (Bell, Harkness & Rendell, 2007).

The purpose of this research is to learn how Storyline in the teacher education course at The University of Iceland, School of education is presented and how it can help student teachers to plan teaching and learning for diverse group of students.The approach is learner centered and pupils’ ideas and experience used as a starting point for learning (Falkenberg and Håkonsson, 2005).

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