Tekijät

• Kuusipalo, Paula (Seinäjoki University of Applied Sciences)
• Kinossalo, Maiju (Seinäjoki University of Applied Sciences)
• Sihto, Jaakko (Seinäjoki University of Applied Sciences)
• Tiilikka, Tiina (Seinäjoki University of Applied Sciences)
• Raziano, Alissia (Liège University)
• Drößler, Thomas (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Rohr, Margund K. (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Wächter, Franziska (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Amadasi, Sara (University of Modena and Reggio Emilia)
• Ballestri, Chiara (University of Modena and Reggio Emilia)
• Baraldi, Claudio (University of Modena and Reggio Emilia)
• Struzik, Justyna (Jagiellonian University in Krakow)
• Slusarczyk, Magdalena (Jagiellonian University in Krakow)
• Warat, Marta (Jagiellonian University in Krakow)
• Righard, Erica (Malmö University)
• Harju, Anne (Malmö University)
• Svensson Källberg, Petra (Malmö University)
• Frisch, Morten (Malmö University)
• Farini, Federico (University of Northampton)
• Murray, Jane (University of Northampton)
• Woodbridge-Dodd, Kim (University of Northampton)
• Prokopiou, Eva (University of Northampton)
• Scollan, Angela (University of Northampton)

Asiasanat

children, cultural pluralism, immigrants, lower secondary schools, participation, primary schools, schoolchildren, schools, social interaction, teacher-student relationship, teachers

Sisällön kuvaus

The survey charted the experiences of teachers in basic and pre-school education regarding cultural pluralism and supporting pupils/students with diverse backgrounds. The data were collected as part of the Child-up research project, which aims to enhance understanding on the experiences of migrant children, young people, and their guardians regarding school, pre-school, and educational communities, as well as the experiences of the professionals working with them. Data were collected in Finland, Belgium, Germany, Sweden, Italy, Poland, and Great Britain. The research project was funded by the European Union's Horizon 2020 research and innovation funding programme.

First, the teachers were asked how many pupils/students they had in their class who had an immigrant or refugee background or other special needs, as well as whether they had belonged to similar groups themselves as children. The support provided to pupils in these groups in the teacher's current school was examined. The respondents were also asked how they used linguistic resources in teaching (e.g. whether they used multiple languages in their class or encouraged the pupils to use their native language during breaks).

The next questions focused on the respondents' experiences of teacher-parent communication. The respondents were asked about the main communication channel they used with parents as well as how satisfied they were with teacher-parent communication in general. The main reasons for barriers and challenges in teacher-parent communication (e.g. lack of common language, lack of parental interest) were also surveyed. The teachers were asked whether they had encountered various situations, such as pupils facing unfamiliar situations and surroundings or having difficulties in expressing their opinions, in their class during the last school year, as well as how they had discovered these situations and with whom they had collaborated to cope with the situations (e.g. school management, parents). Teacher-pupil relationships and social relationships between classmates and teachers were also examined.

The professional expertise available to the respondents to support them in their work, such as psychologists, social workers, and interpreters/language mediators, was surveyed. The teachers were asked how well they thought they could, for example, cope with the challenges of a classroom, adapt to the cultural diversity of pupils/students, and reduce ethnic stereotyping amongst students. The respondents' teaching activities were also examined. Questions included, for example, whether the respondents supported the children's initiatives and allowed them to question their thoughts or decisions. Finally, the respondents' satisfaction with various aspects related to their work was charted, and their opinions were surveyed on several statements relating to e.g. cultural pluralism.

Background variables included the respondent's gender, work experience, education background, variety of language use at work, and the ISCED level of their current school/workplace.