Presentation by Outi Arvola: Teachers’ Language, Culture, and Worldview Inclusive Competence in Pedagogy

The field of education is becoming increasingly linguistically, culturally, and worldview diverse, as the number of children and families from different linguistic and cultural backgrounds is rapidly increasing. Teachers need competence as well as research-based foundations for implementing language, culture, and worldview inclusive pedagogy. These areas of competence are key factors in future professional skills and should have a visible position as part of sustainable teacher education. This presentation examines what kind of expertise in the field of education is required for the development of language, culture, and worldview inclusive pedagogical practices in the future.
 
The research data has been collected in early childhood education units where linguistic, cultural, and worldview diversity has been present for a long time. The research data has been collected through interviews with early childhood education professionals, teachers and leaders.

Based on the research results, key aspects of professionals’ competence include value and attitude work, shared conceptual understanding, and reflection skills. Team commitment to work and good leadership by supervisors are key factors that contribute to the successful implementation of teamwork, the quality of work, its development, and evaluation. Flexibility and continuous adaptability in working with inclusive pedagogy are recognized as essential, without forgetting the importance of goal-oriented work and repeatability. The importance of collaboration with families is particularly central in the context of language, culture, and worldview pedagogy. Successful work supports the participation and learning of children from diverse backgrounds.

Outi Arvola has a PhD in Education (2021) and works as a University Lecturer at the University Consortium Chydenius at the University of Jyväskylä.

 She has a special interest in children's and families' inclusion, inclusion implementation, participation, diversity, and methods that support dialogical and collaborative learning, research, and development, particularly in Early Childhood Education and Care.