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(2020) . A Case-Based Tool Promoting Teacher’s Teflection on Intercultural Encounters. Australian Journal of Teacher Education, 45(6) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n6.1](http://dx.doi.org/10.14221/ajte.2020v45n6.1)  \n[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)  \nA Case-Based Tool Promoting Teacher’s Reflection on Intercultural  \nEncounters  \nAnuleena Kimanen  \nTapani Innanen  \nUniversity of Helsinki  \nAbstract: This design-based study explores what kind of  \nreflection in-service or student teachers produced in case-based  \ndiscussion workshops, and how. Worksheets on the case and  \ntasks facilitated discussion in small groups. In this study, the  \ntargets of reflection written on those sheets are analysed. Three  \nlevels and seven categories ofreflection emerged, ranging from  \ncontext and practices to principles and power relations. Most of  \nthe reflection was superficial or on the meso-level, the level of  \ndeepest reflection was reached to greatly differing degrees  \ndepending on the group or case concerned. Both some in  \nservice and some student teachers needed scaffolding by the  \ninstructor, but certain tasks in the case discussion sheets could  \nalso serve as scaffolds. Intercultural competences are often  \ndefined as knowledge, attitudes and skills, and reflection  \nproduced by the case-based tool covers all the three areas.  \nKeywords: cultural diversity; case method; design-based; reflection; teacher education  \nIntroduction  \nA Finnish Research-Based Project to Develop Teacher Education  \nUntil 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.)  \nThese 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  \nand in-service","cbCaiuwZr2MokvpH","https://ap.wps.com/l/cbCaiuwZr2MokvpH","pdf",292120,17,"English","# Introduction\n## A Finnish Research-Based Project to Develop Teacher Education\n# Intercultural Competences and Reflection","[{\"question\":\"What reflection does the case-based tool aim to promote?\",\"answer\":\"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.\"},{\"question\":\"What did the study find about the levels and categories of reflection?\",\"answer\":\"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.\"},{\"question\":\"How do learners reach deeper reflection with this tool?\",\"answer\":\"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.\"}]","A Case-Based Tool Promoting Teacher’s Reflection on Intercultural Encounters - Article 1 | PDF",1792078166,43]