A Case-Based Tool Promoting Teacher’s Reflection on Intercultural Encounters - Article 1

Oct 15, 2026

Uploaded by Franzy

This design-based study investigates the type of reflection produced by in-service and student teachers in case-based discussion workshops and how that reflection is generated. Worksheets containing cases and group tasks guided small-group dialogue, and the study analyzes the reflection targets recorded on those sheets. Results identify three levels and seven categories of reflection, from context and practices to principles and power relations. Most reflection remained superficial or at the meso-level; deeper reflection emerged only to varying degrees across groups and cases, with instructor scaffolding sometimes needed and certain tasks also functioning as scaffolds. The tool supports intercultural competences spanning knowledge, attitudes, and skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

A Finnish Research-Based Project to Develop Teacher Education

Intercultural Competences and Reflection

Australian Journal of Teacher Education | Volume 45 Issue 6 | Article 1 | | --- | --- | | 2020
A Case-Based Tool Promoting Teacher’s Teflection on Intercultural Encounters
Anuleena Kimanen
University of Helsinki, [anuleena.kimanen@helsinki.fi](anuleena.kimanen@helsinki.fi)
Tapani Innanen
[tapani.innanen@helsinki.fi](tapani.innanen@helsinki.fi)
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Teacher Education and Professional Development Commons | | Recommended Citation Kimanen, A., & Innanen, T. (2020) . A Case-Based Tool Promoting Teacher’s Teflection on Intercultural Encounters. Australian Journal of Teacher Education, 45(6) . [http://dx.doi.org/10.14221/ajte.2020v45n6.1](http://dx.doi.org/10.14221/ajte.2020v45n6.1) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss6/1](https://ro.ecu.edu.au/ajte/vol45/iss6/1) A Case-Based Tool Promoting Teacher’s Reflection on Intercultural Encounters Anuleena Kimanen Tapani Innanen University of Helsinki Abstract: This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories ofreflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas. Keywords: cultural diversity; case method; design-based; reflection; teacher education Introduction A Finnish Research-Based Project to Develop Teacher Education Until recently, Finland has been considered a culturally fairly homogeneous Northern European society. The number of people living in Finland who were born elsewhere has increased from about 60,000 (1.2% of the population) in 1990 to about 370,000 (6.7%) in 2017 (Statistics Finland, 2018) . Several “old” ethnic and/or linguistic minorities are established in Finland, including Swedish speakers, Sámi, and Roma, as well as “new”minorities due to recent migration, like people born in Russia, Estonia or Somalia (Saukkonen, 2013). Therefore, the new (2014) Finnish national curriculum talks about cultural diversity as affecting every student and as present within, not just between, individuals. Identities are described as multi-layered and dynamic. (Zilliacus et al., 2017.) These larger societal changes place teachers in a new more intercultural setting, which presents a challenge for Finnish teacher education. In this context, a research-based development project called “Developing intercultural and inter-worldview sensitive teaching and counselling”(with the acronym KuKaS, abbreviated from the Finnish title) started in August 2017. It was one of the several teacher education development projects funded by the Finnish Ministry of Culture and Education from 2017 to 2019 and hosted by the Faculty of Theology in the University of Helsinki. The Faculty has close connections to teacher education, as one of the specialist options within the study programme is subject teacher training. The project researchers conducted various educational interventions in both initial and in-service

FAQs

What reflection does the case-based tool aim to promote?

It promotes reflection in case-based discussion workshops, and the study analyzes the reflection targets written on the worksheets by in-service and student teachers.

What did the study find about the levels and categories of reflection?

Three reflection levels and seven categories emerged, ranging from context and practices to principles and power relations, with most reflection staying superficial or on the meso-level.

How do learners reach deeper reflection with this tool?

Deeper reflection was reached to greatly differing degrees depending on the group or case. Some participants needed instructor scaffolding, though certain tasks in the case discussion sheets could also serve as scaffolds.

Oct 15, 2026

Uploaded by Franzy