Challenges and Experiences of Multilingual Early Childhood Education and Care (ECEC) Teachers in Norway

Migration is a pervasive factor in today’s globalized society, contributing to both increased diversity and challenges of inclusion and integration. Educational institutions, such as schools and Early Childhood Education and Care (ECEC) are crucial for inclusion, and multicultural teachers are often considered decisive for inclusive education. This article explore how migrant multilingual kindergarten teachers experienced their professional ECEC education and early stages of their professional careers.

All education is permeated by complex relationships, and kindergarten teacher education is no exception. Thus, the theoretical framework of this study is built around Biesta’s three-dimensional understanding of the purpose of education – qualification, socialization and subjectification (Biesta, 2015), and the concept of "the pedagogy of relations" (Sidorkin, 2023; Bingham & Sidorkin, 2004).

Methodologically, the article adopts a qualitative approach, with a focus on the cultural, every-day, and situated aspects of the teachers' experiences (Kvale & Brinkmann, 2015). The study uses two rounds of in-depth interviews with three newly qualified kindergarten teachers with multilingual ethnic backgrounds. In-depth interviews provide access to the individuals’ lifeworld’s and thus offer a unique perspective on their lived experiences. The interviews were designed to be exploratory with an open structure (Kvale & Brinkmann, 2015), allowing space for the participants’ own narratives.

The analysis of the data indicates that, for the participants, relationships play a crucial role in the educational process. It also reveals that while these teachers are qualified and resourceful, they struggle to gain acceptance and inclusion in the professional community early in their careers. They are not involved to the same extent as their Norwegian colleagues, which leaves them feeling insecure despite their competencies.

The findings of the paper indicate that the educational institutions as well as ECEC institutions should put more emphasize on building inclusive relations and foster socialization.