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«ACTA ACTA U N N IIVR SRS IIT AT IIS O L U E N NIS IIS U IN EVE RI S ATAT S U U L U E S S S U V E T T IS O OULUEN E E Katri Jokikokko Katri Jokikokko ...»

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Appendixes Appendix 1 Open-ended Questionnaire Appendix 2 Frame for the Phenomenographical Theme Interview Appendix 3 Guidelines for the Drawing on Intercultural learning

APPENDIX 1:

Open- ended questionnaire (Questions translated from Finnish to English)

1. Describe your work briefly

2. Who are the people you mainly face in your work? What kind of diversity you have recognised in your work?

2. 1) What is especially positive when working with these people?

2. 2) What has been challenging or problematic and why?

3. What are the most important competences (knowledge, skills, attitudes) that are needed for encountering diversity in your work?

3.1) How would you evaluate your own competences?

3.2) How have you developed those competences that are needed in your work?

4. How intercultural education, its values and aims can be seen in your work?

5. How intercultural education, its values and aims can be seen in your spare time?

6. Do you think that there are intercultural competences that are needed in all work contexts or are competences always contextual?

7. How do you take into account your students’ different backgrounds and cultures

related to following issues:

7.1) learning methods

7.2. contents of teaching

7.3. learning material 7.4) Are there still some other means how you aim at supporting different students’ learning and personal growth? You can give practical examples.

8. Have you recognised attitudes or practices in your school, that complicate some childrens’ learning or life in general. Have you attempted to affect those? Is it possible to affect those? You can give practical examples.

9. What kind of competences your students need in order to act in future’s societies and world?

9.1. How do you aim at preparing your students for the future’s world? You can give practical examples.

10. Your own comments related to this questionnaire or this topic.

APPENDIX 2:

Frame for the phenomenographical theme interview (translated from Finnish to English) The questions under different themes are for the researcher, the themes and questions were not necessarily discussed in this order Background Tell about your (work) experiences after your graduation have you been to several work places?

How did you end up to your current work place?

Did your employee or your colleagues know about M.Ed. International Programme? If yes, what did they know?

Describe your work and responsibilities.

Work Experiences How have you experienced your work?

What has been best?

What has been challenging/Difficult?

Encountering Diversity in Work What kind of groups/people are you working with? What kind of diversity do you face in your work? How would you define diversity?

Tell about those positive experiences that diversity brings to your work.

Tell about the challenging or problematic situations that diversity brings to your work. How did you solve the problems?

What kind of support do you get for solving these problems?

Are the values and aims in your work community similar? How would you evaluate the team spirit?

Intercultural Competences needed in work

In your opinion, what are the aims of intercultural education?

Are those aims visible in your work? Can you give examples?

(For Teachers: How do you aim at supporting students from diverse cultural and social backghounds? How do you aim at affirming diversity in your class/school?

What kind of competences students need for working in future’s society?

What kind of competences do you need in your work?

What kind of skills you need for encountering diversity? Knowledge? Attitudes?

How would you evaluate your own intercultural competence?

How have you develop your intercultural competence?

How have you changed or develop in your work? / How has the work develop your intercultural competence?

How would you develop teacher education so that it would prepare you better for the work that you do?

Appendix 3:

Guidelines for the drawing on intercultural learning (Translated from Finnish to English) Dear xxx, You have promised to participate in narrative biographical interview on teachers’ intercultural learning. Before the interview I would like you to think of those experiences in your life that have especially affected your thinking, attitudes, awareness or action related to diversity and intercultural issues These experiences can be part of any area and phase of your life: your childhood, education, work, spare time etc. I hope that you could draw a picture what would somehow illustrate these experiences, turning points, events etc. from childhood to your current life that have affected your intercultural learning. The picture can be e.g. some sort of path describing your life but any other illustration is fine as well. The idea is that interview is based on the picture.

If you have anything to ask, please contact me before the interview Thank you!

Katri Original publications I Jokikokko, K. (2005). Perspectives to intercultural competence. In R. Räsänen & J. San (Eds.), Conditions for intercultural learning and co-operation (pp.

89–106.). Research in Educational Sciences 23. Turku: Finnish Educational Research Association.

II Jokikokko, K. (2005). Interculturally trained Finnish teachers’ conceptions of diversity and intercultural competence. Journal of Intercultural Education, 16(2), 69–83.

III Jokikokko, K. (2005). Reflections on interculturally oriented teachership. In R. Räsänen & J. San (Eds.), Conditions for intercultural learning and cooperation (pp. 183–206). Research in Educational Sciences 23. Turku: Finnish Educational Research Association.

IV Jokikokko, K. (2009). The Role of significant others in the intercultural learning of teachers. Journal of Research in International Education, 8(2), 143–164.

V Jokikokko, K. (2010). Rethinking intercultural learning: teachers’ narratives on various learning processes.

Reproduced with permission from Finnish Educational Research Association (I & III), Intercultural Education ©Routledge (II) and Journal of Research in International Education ©Sage Publications Ltd. (IV).

Original publications are not included in the electronic version of the dissertation.

–  –  –

99. Niemi, Hannu (2008) Korkeakoulututkintoihin kuuluvan ruotsin kielen taidon osoittaminen : korkeakoulujen ruotsinopettajien käsityksiä virkamiesruotsin merkityssisällöistä ja sen taitotasovaatimusosan toteutumisesta

100. Karikoski, Hannele (2008) Lapsen koulunaloittaminen ekologisena siirtymänä :

vanhemmat informantteina lapsen siirtymisessä esiopetuksen kasvuympäristöistä perusopetuksen kasvuympäristöön

101. Mäkitalo, Outi (2008) Huumevalistus ja sen muunnelmat : opettajien käsityksiä ehkäisevään huumetyöhön suuntautuneesta koulukasvatuksesta ja opetuksesta

102. Lämsä, Anna-Liisa (2009) Tuhat tarinaa lasten ja nuorten syrjäytymisestä : lasten ja nuorten syrjäytyminen sosiaalihuollon asiakirjojen valossa

103. Bedford, Timothy (2009) Promoting Educational Equity through Teacher Empowerment : web-assisted Transformative Action Research as a CounterHeteronormative Praxis

104. Safarov, Ildar (2009) Towards modelling of human relationships : nonlinear dynamical systems in relationships

105. Tauriainen, Pekka (2009) Teknologiatuettu työssäoppiminen : matkapuhelimen ja verkko-oppimisympäristön käyttö työssäoppimisessa ammatillisessa peruskoulutuksessa

106. Peltonen, Jouni (2009) Kasvatustieteen teoria–käytäntö-suhde : teoreetikoiden ja praktikoiden vuoropuhelua

107. Kronqvist, Eeva-Liisa & Hyvönen, Pirkko (2010) Insights and outlouds: Childhood research in the North

108. Hurme, Tarja-Riitta (2010) Metacognition in group problem solving—a quest for socially shared metacognition

109. Rautio, Pauliina (2010) Writing about everyday beauty in a northern village : an argument for diversity of habitable places

110. Järvenoja, Hanna (2010) Socially shared regulation of motivation and emotions in collaborative learning

111. Udd, Anssi-Pekka (2010) The constructivist orientation of pedagogy as experienced by students of teacher education

112. Manninen, Sari (2010) ”Iso, vahva, rohkee – kaikenlaista” : maskuliinisuudet, poikien valtahierarkiat ja väkivalta koulussa

113. Huuki, Tuija (2010) Koulupoikien statustyö väkivallan ja välittämisen valokiilassa

–  –  –

ISBN 978-951-42-6369-9 (Paperback) ISBN 978-951-42-6369-9 (Paperback) ISBN 978-951-42-6369-9 (Paperback) ISBN 978-951-42-6370-5 (PDF) ISBN 978-951-42-6370-5 (PDF) ISBN 978-951-42-6370-5 (PDF) ISSNISSN0355-323X (Print) ISSN 0355-323X (Print) 0355-323X (Print) ISSNISSN1796-2242 (Online) ISSN 1796-2242 (Online)

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