Teacher´s Experience regarding multiculturalism in primary education in Finland

Abstract

Finland has had rapid growth in the number of immigrations, and as a result, the number of students attending school, in Finland has undergone a rapid change toward multicultural classrooms. Due to this phenomenon, to enable diversity education, teachers in Finland face several challenges daily. As a result, the purpose of this thesis is to look at the issues that instructors confront in the classroom. What methods do they employ to deal with these problems?

In addition, instructors' comments on how they believe teaching educational programs should change to accommodate diversity are gathered. The research was carried out using a qualitative phenomenological research approach. A qualitative survey method was used to obtain data for this research. The survey, which was sent to 86 schools in Helsinki, was completed by 35 instructors. The data was analysed by using thematic analysis. Our findings suggest that, in addition to proper linguistic assistance, fluent co-teaching and co-planning in schools, utilizing school helpers' working time and abilities in varied and innovative ways has proven to be successful for multicultural kids' learning and social integration. Moreover, the Finnish Educational System is well prepared to deal with multicultural education, educational policymakers must still make some modifications to assist teachers and students in achieving multicultural education goals.