Teaching is diverse, comprehensive and continually changing. Among other things that effect teaching is changes in the society, the Icelandic society where this research was conducted has gone through substantial changes in the last decades. The diversity in students groups considering students experience, languages, religion, culture and nationality is growing and teachers must respond to the multicultural group of students that are attending the neighborhood schools today.

In a report from OECD, Teachers Matter, it is indicated that demands on schools and teachers have become more complicated because it is expected that teachers respond to individual differences, cultural issues and address students different background (OECD, 2005). There is certain diversity in every group although the degree is different. Teachers will take their first step in creating multicultural teaching when they recognize it and realize what it means that students come from a diverse culture, religion and with different first language. This could be the beginning of multicultural responsive practice (Hafdís Guðjónsdóttir, 2000; Richard, Brown og Forde, 2007). Findings from research indicate that the work with students keeps teachers in the job, to see them grow and develop and to have the opportunity to effect their learning is the key factor to make teaching as their lifelong carrier. (See i.e. Brunetti, 2001; Hafdís Guðjónsdóttir & Sólveig Karvelsdóttir, 2009: Lyons, 2004: Nieto; 2003; Wang, 2004). According to Banks (2007) a teacher that builds on the idea of multicultural education will consider diversity, human rights and respect. He acknowledges different culture and languages and seeks knowledge of the country the students come from. He responds by defining what they have in common and what is different, payes attention to cohison and build a community of awearness (Banks, 2007).

Research finding indicate that by fostering the culture and language students bring with them to school it can lead to more respect for different customs and habits. Then it is easier to work on human rights, equality, and justice, but also respect, tolerance, liberality, sympathy and concern (Banks, J. A., 2007; Meyer, H., 2006; Richard, Brown & Forde, 2007).

The purpose of the research is to learn about how these changes, especially how culturally diverse students have effect teachers’ work. The focus is on teachers and how they see their work with multicultural group of students and how they view and conduct their role with a diverse group of children and their parents.  The focus is on teachers´ voices and how they view and conduct their role teaching multicultural groups of students.

This paper discusses the preliminary findings of an ongoing study, which is a part of a larger international research project on Diverse Teachers Diverse Learners.

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