Interkulturellt förhållningssätt utifrån förskollärares perspektiv : En studie med livsvärldsfenomenologisk ansats

Sammanfattning

The purpose of this study is to highlight preschool teachers´ experiences of an intercultural approach in their professional role. This was examined through two research questions: how do preschool teachers understand an intercultural approach and what experiences and dilemmas influence preschool teachers´ intercultural approach. To highlight preschool teachers' experiences and perceptions of an intercultural approach, a lifeworld phenomenological approach was employed. The empirical data were collected through semi-structured interviews, conducted both face-to-face and digitally, with ten preschool teachers working in areas characterized by different degrees of multiculturality. The results indicate that the application of an intercultural approach is multifaceted and largely dependent on preschool teachers' prior professional experiences as well as the degree of multiculturality in the area in which they work. Preschool teachers' experience of working in areas with a high degree of multiculturality describe that these experiences have contributed to a deeper understanding of the intercultural approach. The study further shows that both experience and the preschool curriculum are seen as insufficient in equipping preschool teachers with adequate interculturality competence. All informants express a desire for further develop their knowledge in this area. These findings address the aim and research questions of the study by demonstrating how the influence of professional experience, the composition of the child group and the understanding of intercultural concepts influence preschool teachers’ pedagogical practice.