ABSTRACT
This chapter reports on notions of diversity and diverse learners among three groups of practicing and beginning teachers in Southwestern Finland. Results suggest that most teachers were highly aware that the academic outcomes of their diverse learners were influenced by factors related to language, culture, race, and ethnicity. However, even teachers with many years of experience with diverse student populations lacked in-depth knowledge about strategies to work successfully with them. They were unfamiliar with ways to use learners’ prior knowledge and experiences as well as linguistic resources in their home languages to plan and deliver instruction. Teachers differed in levels of awareness and knowledge of responsive strategies. Those with the most experience with linguistically and culturally diverse pupils demonstrated the highest level of awareness and knowledge. Beginning teachers reported relatively lower levels of awareness and knowledge despite having positive attitudes toward culturally responsive pedagogy. Teachers in the broader municipality, who had relatively less experience with linguistic and cultural diversity, but more experience teaching, had the lowest levels of awareness and knowledge. In every case, educators express a strong desire for learning opportunities to meet the needs of their students. Implications for research and teacher education are discussed.
