Friðborg Jónsdóttir

This article reports a praxeological study exploring educational practices and cooperation among teachers intended to create continuity between one preschool and one primary school in Reykjavík. The main participants were two preschool and two primary school teachers, with additional data obtained through interviews with the principals of the two participating schools. Utilising the framework of praxeology, the aim of the study was to promote educational transition and continuity benefitting children with culturally and linguistically diverse backgrounds. The participating teachers worked with the researcher to develop a joint project intended to support the children's linguistic repertoire, facilitate communication, and create a platform for collaboration between the teachers. While the preschool teachers felt supported by the project and the research collaboration, the primary school teachers reported fewer professional benefits. Overall, the project encouraged some professional exchanges, but opportunities for ideological and pedagogical exchange between teachers in different settings were either limited or not explored.

This article addresses the pedagogical practices applied by teachers at pre and primary school level when working with children with culturally and linguistically diverse backgrounds (CALD) as well as potential challenges in a research collaboration between teachers and academics. A praxeological study was conducted with two preschool teachers and two primary school teachers participating. Additional data was obtained through interviews with the principals of the two participating schools. The aim of the study was for the teachers to reflect on their own practices, and in collaboration with the researcher, create and develop new knowledge and approaches on how to better respond to and work with their CALD students. Findings suggest that observed pedagogical practices, as well as the class and school environment, exhibited few characteristics of a culturally responsive pedagogy or cultural diversity. The principal’s encouragement and support seemed to be an influential factor regarding the teachers’ overall research experience and the teachers who felt more support from their principal during the research period reported more benefits from the study. The findings also reveal some of the challenges that can arise in a research collaboration between teachers and researchers, such as identifying shared goals and mutual understanding of important concepts.

In recent decades, Iceland has become a more diverse nation, as witnessed, for example, in the increasing diversity of the school population. While recognising these changes, teachers have reported feeling unprepared to respond as they engage with students with culturally and linguistically diverse backgrounds. The interview study presented in this article aimed at identifying professional support available to teachers working with children of diverse backgrounds, as well as the support provided to students. Interviews were conducted with two preschool- and two primary school teachers, two principals and multiple professionals working within the municipality in matters related to education and CALD (Culturally and Linguistically Diverse) children. Findings indicate that the participating teachers seldom sought assistance or guidance from the municipality for their own professional development. Standardised reading tests seem influential in the primary school, even as early as in the first grade, somewhat contradicting the characteristics of the official inclusive school policy in Iceland. In some primary schools, the education of CALD children coincides with special needs education. A more direct link between expertise at the municipality level and the teachers seems relevant, as the principals’ communication with the municipality professionals does not necessarily benefit the teachers.