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| Main Authors: | , |
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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2025
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| Online Access: | https://doi.org/10.5281/zenodo.15280895 |
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| _version_ | 1866902135729291264 |
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| author | Gunnþórsdóttir, Hermína Óskarsdóttir, Edda |
| author_facet | Gunnþórsdóttir, Hermína Óskarsdóttir, Edda |
| contents | The number of multilingual students has increased rapidly in Iceland over the past two decades. Recent research in Iceland indicates that the school system has been challenged in meeting the needs of this group of students. The aim of this chapter is to shed light on how the teacher education programmes at the Universities of Iceland (UI) and Akureyri (UNAK) prepare and support pre-service teachers in their initial education to work with learners for whom Icelandic is an additional language. Analysis of documents (current teacher education course syllabi) and three focus group interviews with newly graduated students at both universities was conducted. Findings revealed a lack of relevant courses in the study programme and all teachers discussed a lack of practical pedagogical strategies to support multilingual students. In sum, the findings indicate that teacher education in Iceland does not sufficiently prepare pre-service teachers for teaching multilingual students. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15280895 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Working with multilingual students in Iceland: Exploring educational experiences of newly graduated teachers Gunnþórsdóttir, Hermína Óskarsdóttir, Edda The number of multilingual students has increased rapidly in Iceland over the past two decades. Recent research in Iceland indicates that the school system has been challenged in meeting the needs of this group of students. The aim of this chapter is to shed light on how the teacher education programmes at the Universities of Iceland (UI) and Akureyri (UNAK) prepare and support pre-service teachers in their initial education to work with learners for whom Icelandic is an additional language. Analysis of documents (current teacher education course syllabi) and three focus group interviews with newly graduated students at both universities was conducted. Findings revealed a lack of relevant courses in the study programme and all teachers discussed a lack of practical pedagogical strategies to support multilingual students. In sum, the findings indicate that teacher education in Iceland does not sufficiently prepare pre-service teachers for teaching multilingual students. |
| title | Working with multilingual students in Iceland: Exploring educational experiences of newly graduated teachers |
| url | https://doi.org/10.5281/zenodo.15280895 |