Abstract
Despite cultural differences, there are many similarities between Japan and Finland, particularly when it comes to education and teaching: Both are considered to be fairly homogeneous societies, both have done relatively well in international academic achievement surveys such as PISA, education is valued, and teachers are highly qualified. Due to globalization and the mobility of people, there are now more culturally diverse students in the two societies than before. This social change has created new challenges for teacher education because teachers play a central role in the acculturation of immigrant students. Further, teachers’ intercultural competence seems to help in coping with these new educational challenges.
Japanese and Finnish pre-service teachers’ intercultural competence is approached in this chapter through three perspectives: (1) their intercultural sensitivity and experience of difference, (2) their personal and professional identity, and (3) critical pedagogy, social and global awareness, and possible action. Our preliminary analysis shows that between two countries many differences in teachers’ concepts and attitudes exist. Here, we will also present the results of a factor analysis which indicate many different teacher profiles and approaches to diversity.
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Hosoya, S., Talib, M. (2010). Pre-service Teachers’ Intercultural Competence: Japan and Finland. In: Mattheou, D. (eds) Changing Educational Landscapes. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8534-4_14
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DOI: https://doi.org/10.1007/978-90-481-8534-4_14
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