Diversity skills for future teachers: how transformative learning prepares pre-service teachers for diversity in Austrian schools

Abstract

Purpose: Mezirow's theory of transformative learning aims to evoke change on a deeper level of learning. This qualitative study with 38 pre-service teachers enrolled in a Master's degree programme for teacher education in Austria used semi-structured interviews to explore how diversity skills can transform after diversity training applying Mezirow's theory of transformative learning. In these trainings, a disorienting dilemma was placed at the centre of the diversity training from which transformative learning took its start. Design/methodology/approach: In an increasingly diversified school system, diversity skills have become a pedagogical necessity for teachers in their future workplace. However, many teachers state not feeling adequately prepared for diversity within higher education and their attitudes towards diversity oftentimes remain unchanged despite diversity training. Findings: The findings were deduced from structured content analysis. They show that the diversity trainings led to new cultural frames of reference for the study participants on a cognitive and social level, but to a smaller extent on an emotional level. Originality/value: The study follows a different approach than “typical” diversity trainings through Mezirow's theory on transformative learning contributing to making a real change to preparing students for their workplaces in diversified Austrian schools.