Intercultural competence: Finnish teachers' reflections on addressing diversities

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Abstract

An increasing number of Nordic teachers currently work daily with students from a variety of cultural, linguistic and worldview backgrounds. In Finland, too, the growing diversity of society has increased the importance of intercultural education and developing teachers' intercultural competencies to ensure inclusive, culturally responsive teaching. Furthermore, studies have shown that teachers in Finland and elsewhere often feel inadequately prepared to implement intercultural education effectively. Therefore, further research into teachers' intercultural competencies is essential to promote social justice in education and ensure inclusive classroom practices.

This qualitative, practice-oriented study examined Finnish teachers’ reflections on the intercultural competencies they apply in their everyday classroom work. These competencies are defined as the combination of skills, knowledge and attitudes that allow educators to teach effectively and engage meaningfully with students from different cultural backgrounds (Rissanen and Kuusisto, 2023). Nine primary school teachers working in classrooms with students from diverse backgrounds were interviewed. Thematic analysis of the interviews, which were conducted using an open-ended approach, revealed three distinct levels: practical arrangements, pedagogy, and intercultural understanding and awareness. This included a high degree of cultural sensitivity, for example, and the ability to view each student as an individual rather than categorising them according to their culture.

Intercultural competencies among teachers remain a relatively under-researched topic and a challenge for many educators in the Nordic region. This study therefore makes a valuable contribution to the field by highlighting the practical strategies teachers use to navigate cultural diversity in their classrooms. Understanding how teachers develop and apply these competencies can offer valuable insights into effective approaches for fostering inclusive learning environments.

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Keywords

intercultural competencies, social justice, practice-oriented study, teacher education, inclusion

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