ABSTRACT The purpose of this study is to explore the relationship between teacher beliefs pertaining to cultural diversity and their actual teaching activities. Using a model-based approach, this study looks at beliefs regarding diversity issues at both the theoretical and empirical levels. At the theoretical level, we attempt to systematise the many meanings of ‘beliefs’ found in the literature. At the empirical level, we examine the link between theory, beliefs, and teaching activities relating to diversity, using integrated analysis tools. To accomplish this, we used a qualitative methodological approach to examine the relationship between theory and practice in education. The sample consisted of 45 in-service primary teachers. The first results showed a gap between what teachers tend to say and what they actually do. We argue that future research needs to focus on the effects of teacher beliefs on teacher practice, with special attention devoted to the reflective process.

中文翻译：

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跨文化教育中教师意图与实践的一致性

摘要 本研究的目的是探讨与文化多样性有关的教师信念与其实际教学活动之间的关系。本研究使用基于模型的方法，在理论和经验层面审视有关多样性问题的信念。在理论层面，我们试图将文献中发现的“信念”的许多含义系统化。在实证层面，我们使用综合分析工具检查与多样性相关的理论、信念和教学活动之间的联系。为此，我们使用定性方法论来检验教育理论与实践之间的关系。样本包括 45 名在职小学教师。第一个结果显示教师倾向于说的和他们实际做的之间存在差距。