ABSTRACT With current migration trends, Norwegian classrooms have become increasingly diverse. The setting that constitutes the workplace for Norwegian teachers has changed from one of monolingual classrooms to one of multilingual classrooms, and from classes compromised solely of pupils with a Norwegian background to classes including pupils from different migrant groups. This paper focuses mainly on teachers’ perceptions of intercultural competence. The data materials used in this research include qualitative interviews with primary school teachers as well as students’ assignments submitted for a part-time online module on intercultural competence. Through these, teachers’ perceptions of intercultural competence are illustrated by experiences of collaboration with parents of multilingual pupils. In Norway, the issue of cultural diversity in education often focuses on second language learning and mother tongue teaching. There is less of a focus on intercultural competence, including cultural awareness without stereotyping and personal attributes like openness and empathy. This article aims to contribute to the understanding of teachers’ intercultural competence in the diverse Norwegian educational setting.

中文翻译：

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在多样化的挪威教育环境中具有跨文化能力的教师

摘要 随着当前的移民趋势，挪威的课堂变得越来越多样化。构成挪威教师工作场所的环境已经从一种单语教室变成了一种多语言教室，从仅由具有挪威背景的学生组成的班级转变为包括来自不同移民群体的学生的班级。本文主要关注教师对跨文化能力的看法。本研究中使用的数据材料包括对小学教师的定性访谈以及学生为跨文化能力的兼职在线模块提交的作业。通过这些，教师对跨文化能力的看法可以通过与多语种学生家长的合作经验来说明。在挪威，教育中的文化多样性问题往往侧重于第二语言学习和母语教学。对跨文化能力的关注较少，包括没有刻板印象的文化意识以及开放性和同理心等个人属性。本文旨在帮助理解挪威多样化教育环境中教师的跨文化能力。