The aim of this study was to identify pre-service teachers’ ways of experiencing the teaching of diverse learners and to determine the aspects that are educationally critical in gaining a deeper understanding of teaching. We approached the question of teachers’ experiences in the context of the training of K-6 primary teachers, which takes place at university level. From survey data gathered, three dimensions of variation described the phenomenon associated with teaching and learner diversity: learnerdiversity in the context of the classroom; culture in the context of learner diversity; and responsiveteaching actions in the context of learner diversity and culture. Each dimension comprised a continuum of awareness, and three distinctly different ways of seeing the phenomenon were identified. To the least sensitive, diversity was recognised as visible group difference and was subsequently either avoided or ignored. With an expansion of awareness, pre-service teachers recognised visible group difference that was accommodated or sustained and driven by the need to comply with curricula. At the most sensitive end of the scale, diversity was recognised as the inclusion of invisible difference and used to strengthen and enrich learning. The data revealed that pre-service teachers’ different ways of seeing and construing the teaching of diverse learners was shaped by their different ways of experiencing school-based learning. This study highlights the importance of preparing teachers with the awareness to appropriately discern difference among learners in order to negotiate the pedagogical challenges related to the impact of learner diversity.

中文翻译：

---

K-6职前教师体验现象学教学方法的调查

这项研究的目的是确定职前教师体验多样化学习者教学的方式，并确定在教育上更深入地了解教学至关重要的方面。我们在大学阶段对K-6小学教师进行培训的过程中探讨了教师的经验问题。从收集的调查数据来看，变化的三个维度描述了与教学和学习者多样性相关的现象：教室环境中的学习者多样性；学习者多样性背景下的文化；以及在学习者多样性和文化背景下的响应式教学行动。每个维度都包含一个连续的意识，并确定了三种明显不同的观察现象的方式。对于最不敏感的人，多样性被认为是可见的群体差异，随后被避免或忽略。随着意识的增强，职前教师认识到可见的群体差异是由遵守课程的需要所调节或维持的。在量表最敏感的一端，多样性被认为是看不见的差异的一部分，并被用来加强和丰富学习。数据表明，职前教师对不同学习者的教学方式的理解和理解是受他们体验校本学习方式不同的影响。这项研究强调了使教师具备意识的能力，以正确识别学习者之间的差异，以应对与学习者多样性影响相关的教学挑战的重要性。