Publisher： IGI Global_journal
E-ISSN： 2379-7355|3|2|31-44
ISSN： 2379-7363
Source： International Journal of Bias, Identity and Diversities in Education (IJBIDE)*, Vol.3, Iss.2, 2018-07, pp. : 31-44
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Abstract
Icelandic society and schools are becoming more diverse than ever before and teachers need to be prepared and skilled to teach in multicultural and inclusive schools that account for student diversity. This article reports findings on how two groups of student-teachers see student diversity as an element in their future job as teachers in Icelandic schools. Data were gathered by reflective diaries through two terms in a mandatory course (fourth year/master) in the teacher education programme at the University of Akureyri in Iceland. The students reflected on the course reading material that was based on both international and local literature on inclusive education, bilingualism, multicultural education, social justice and democracy. The findings indicate that a majority of the student-teachers had not thought critically about how student diversity would affect their future work as teachers, but their ideas about their role as teachers show that they want and hope to be responsible for all students.
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