Finnish Pre-Service Teachers’ Knowledge about Indigenous Sámi People

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Abstract

Teacher education worldwide struggles to prepare pre-service teachers for increasingly diverse teaching contexts, and for such preparation, it is imperative to understand their prior knowledge and attitudes. This study surveyed pre-service teacher students in their first study year in a Northern Finnish teacher education program to determine the knowledge they had about the indigenous Sámi people and their evaluation of their own competency in this regard. The study is based on data collected from a web survey conducted during 2018–2020 (n = 176). The data analysis was conducted using Fisher’s exact test and the Pearson chi-squared test. The findings indicate that even though the pre-service teachers had some varying prior knowledge of the Sámi people, to fulfil the requirements set by the National Board of Education, the challenge is to provide teaching on the national cultures of Finland according to the requirements of culturally responsive teaching (CRT).
Original languageEnglish
JournalInternational Journal of Bias, Identity and Diversities in Education
Publication statusSubmitted - 2022
MoEC publication typeA1 Journal article-refereed

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