Imprint: Centre for Educational Research and InnovationElectronic format: Acrobat PDF
This publication summarises key research findings which can be used to redesign initial and continuing teacher education to help practitioners effectively teach diverse students. It looks at challenges teachers face in OECD countries and presents a range of policies and practices used in various contexts, from countries with long histories of diversity to those with more recent experiences. The key role of evaluation – of teachers, schools and systems – is emphasised. Educating Teachers for Diversity: Meeting the Challenge asks how these insights can inspire continuing educational reform for our changing classrooms, with a special focus on key questions for research, policy and practice.
Table of contents:
PART I. CONTEXT, CONCEPTS AND RESEARCH Chapter 1.The importance of effective teacher education for diversity by Tracey Burns and Vanessa Shadoian-Gersing Chapter 2.On diversity in educational contexts by Mikael Luciak Chapter 3. The OECD Teaching and Learning International Survey (TALIS) and teacher education for diversity by Ben Jensen Chapter 4. Diversity in education: the importance of disaggregating data by Bruce Garnett PART II. PREPARING TEACHERS FOR DIVERSE CLASSROOMS Chapter 5.Diversity and educational disparities: the role of teacher education by Russell Bishop Chapter 6.Attracting and retaining diverse student teachers by Rick Wolff, Sabine Severiens and Marieke Meeuwisse Chapter 7.Curriculum planning and development: implications for a new generation of teacher educators by H. Richard Milner IV and F. Blake Tenore Chapter 8. Intercultural competence teacher-training models: the Italian experience by Milena Santerini PART III. MOVING INTO PRACTICE Chapter 9. From homogeneity to diversity in German education by Anne Sliwka Chapter 10.Teacher education for diversity in Spain: Moving from theory to practice by Miquel Angel Essomba Chapter 11. School leader approaches to multicultural education: a Northern Ireland case study by Claire McGlynn Chapter 12.Classroom practices for teaching diversity: an example from Washington State (United States) by Geneva Gay PART IV. THE PENDING AGENDA Chapter 13. Supporting effective practice: the pending agenda by Tracey Burns and Vanessa Shadoian-Gersing Annex A. An international online consultation Biographies of contributing authors