This chapter reports on notions of diversity and diverse learners among
three groups of practicing and beginning teachers in Southwestern
Finland. Results suggest that most teachers were highly aware that the
academic outcomes of their diverse learners were influenced by factors
related to language, culture, race, and ethnicity. However, even
teachers with many years of experience with diverse student populations
lacked in-depth knowledge about strategies to work successfully with
them. They were unfamiliar with ways to use learners’ prior knowledge
and experiences as well as linguistic resources in their home languages
to plan and deliver instruction. Teachers differed in levels of
awareness and knowledge of responsive strategies. Those with the most
experience with linguistically and culturally diverse pupils
demonstrated the highest level of awareness and knowledge. Beginning
teachers reported relatively lower levels of awareness and knowledge
despite having positive attitudes toward culturally responsive pedagogy.
Teachers in the broader municipality, who had relatively less
experience with linguistic and cultural diversity, but more experience
teaching, had the lowest levels of awareness and knowledge. In every
case, educators express a strong desire for learning opportunities to
meet the needs of their students. Implications for research and teacher
education are discussed.