Towards congruence between teachers' intentions and practice in intercultural education

The purpose of this study is to explore the relationship between teacher beliefs pertaining to cultural diversity and their actual teaching activities. Using a model-based approach, this study looks at beliefs regarding diversity issues at both the theoretical and empirical levels. At the theoretica...

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Bibliographic Details
Published in:Intercultural education (London, England) England), 2020-01, Vol.31 (1), p.54-67
Main Authors: Agostinetto, Luca, Bugno, Lisa
Format: Article
Language:English
Subjects:
Correlation
cultural diversity in schools
Cultural Pluralism
Elementary School Teachers
Epistemology
Foreign Countries
Immigrants
Intention
Intercultural education
Multicultural Education
Reflective Teaching
Student Diversity
Teacher Attitudes
teacher beliefs
teacher professional development
Teacher Student Relationship
Teaching Methods
Theory Practice Relationship
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Summary:The purpose of this study is to explore the relationship between teacher beliefs pertaining to cultural diversity and their actual teaching activities. Using a model-based approach, this study looks at beliefs regarding diversity issues at both the theoretical and empirical levels. At the theoretical level, we attempt to systematise the many meanings of 'beliefs' found in the literature. At the empirical level, we examine the link between theory, beliefs, and teaching activities relating to diversity, using integrated analysis tools. To accomplish this, we used a qualitative methodological approach to examine the relationship between theory and practice in education. The sample consisted of 45 in-service primary teachers. The first results showed a gap between what teachers tend to say and what they actually do. We argue that future research needs to focus on the effects of teacher beliefs on teacher practice, with special attention devoted to the reflective process.
ISSN:1467-5986
1469-8439
DOI:10.1080/14675986.2019.1702261