Educating teachers for linguistic and cultural diversity in the early years

possibilities for the development of professional knowledge

Abstract

In a globalised world, characterised by technological advances, mobility of people and goods and migration, it is fundamental to rethink and intervene in teacher education. This intervention necessarily involves the design and operationalisation of teacher education programs that, on the one hand, promote a more integrated understanding of linguistic and cultural diversity and global
issues, and, on the other hand, help teachers to develop practices that are more capable of educating children to live together and act in plural and constantly changing societies. In this context, this study aims to understand how the work around linguistic and cultural diversity may contribute to the development of several dimensions of the professional knowledge of early years’
student teachers. To this end, the final traineeship reports produced by the student teachers were analysed, focusing on their discourses on the action research-type projects developed in the context of early childhood education, as well as on their learning achievements. The results allow us to conclude that the student teachers have developed their professional knowledge, seizing the
opportunity of working with linguistic and cultural diversity to broaden their knowledge of the curriculum, of the school context, of the children and of themselves, in a clear understanding of the aims and values of education.