Abstracts
Abstract
This article examines how pre-service teachers are prepared to teach linguistically and culturally diverse learners. Document analysis examined the current policy framework in Iceland and provided an insight into how the policy is guiding praxis in teacher education. The findings reveal contrasting ideologies in education policies and measures in Iceland, as well as a missing link from theory to didactics in teacher education regarding teaching in diverse classrooms. To ensure equity in education, developing teacher knowledge and perspectives about diversity is crucial, as well as providing teachers with solid pedagogical tools. These enable them to practice inclusive pedagogy in multicultural and multilingual school environments where neoliberal and neoconservative voices have gained influence.
Keywords:
- Inclusion,
- social justice,
- neo-liberalism,
- Neo-conservatism,
- teacher education,
- education policy,
- document analysis
Résumé
Cet article examine comment les enseignants en formation initiale peuvent enseigner à des élèves issus de milieux linguistiques et culturels diversifiés. Une analyse de documents a examiné le cadre politique actuel en Islande et a fourni un aperçu de la manière dont ces politiques orientent la praxis dans la formation des enseignants. Les résultats révèlent des idéologies contrastées dans les politiques et les mesures éducatives en Islande, ainsi qu’un lien manquant entre la théorie et la didactique dans la formation des enseignants en ce qui concerne l’enseignement dans des classes diversifiées. Afin d’assurer l’équité en éducation, il est essentiel de développer les connaissances et les perspectives des enseignants concernant la diversité, ainsi que de leur fournir des outils pédagogiques solides.
Mots-clés :
- inclusion,
- justice sociale,
- analyse de documents,
- politiques éducatives,
- formation des enseignants,
- néoconservatisme,
- néolibéralisme
Appendices
Bibliography
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