European Journal of Teacher Education volume 29, issue 3, P305-318 2006 DOI: 10.1080/02619760600795122 View full text
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Neil Humphrey, Paul Bartolo, Peter Ale, Colin Calleja, Thomas Hofsaess, Vera Janikova, Annemieke Mol Lous, Vida Vilkiene, Gun‐Marie Wetso

Abstract: The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi-structured interviews. Analysis of the data yielded several key themes: …

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