Docenten en hun cultuurdiverse klassen in het voortgezet onderwijs

Abstract

This paper examines how teachers with experience in teaching culturally diverse classes in Dutch secondary schools characterize their teaching practices. Based on analyses of inductive interviews with 13 teachers at three different culturally diverse schools, teaching practices have been clustered into five facets of teaching: (1) fostering the interpersonal relationship with students, (2) preventing and coping with disturbing behavior, (3) fostering social cohesion, (4) stimulating personal development and (5) supporting the learning process. Each facet of teaching was illustrated with general practices and specific examples. Teachers emphasized the interpersonal relation with students. In addition, the results indicate that teachers made different choices in how to take into account cultural differences in their teaching practices. It seems that educational goals and beliefs about diversity and integration affected their choices. The results of this study can be helpful for teacher educators to prepare their students for teaching culturally diverse classes.