Intercultural competence in teacher education in Northern Norway: examining pre-service teachers’ insights and study program focus

Abstract

This pilot study explores intercultural competence (IC) in teacher education at two universities in Northern Norway. Using a mixed methods design, we examine pre-service teachers’ understanding of IC, their self-reported IC levels, and their views on its importance for teacher education and practice. In addition, we explore relevant national policy documents and study plans for pedagogy courses and practicum modules to contextualize the study. Results highlight the need for a more systematic, hands-on focus on IC in Norwegian teacher education, suggesting the incorporation of IC content across subjects and strengthening its emphasis in pedagogy courses and practicum.