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Educating Teachers for Diversity: Meeting the Challenge

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Forthcoming publication - Educating Teachers for Diversity: Meeting the Challenge

-- available March 15 2010 --

 

 

  

Educating Teachers for Diversity: Meeting the Challenge explores the concepts underlying diversity in various contexts and the challenges involved in creating an evidence base to guide policy makers. It looks at the need to better articulate the links between initial and in-service teacher education and the necessity of addressing current gaps in our knowledge. Such gaps include how to attract and retain more diverse student teachers and how best to educate the teacher educators themselves. It also examines classroom practices and principles in a number of country contexts. Throughout the volume, issues raised by student teachers, teachers, and teacher educators who participated in an online consultation are used to highlight emerging themes and key challenges in the field.


The issue of educating teachers for diverse classrooms must be addressed urgently. That diversity is an asset for educators and societies in general and that efforts should be made to make the most of this rich resource is an important theme underlying all contributions to this publication.  This approach contrasts with the view that diversity is a problem that needs to be avoided, or, if this is not possible, "solved".

 

Table of contents

Part I: Context, Concepts and Research

  • Chapter 1: The Importance of Effective Teacher Education for Diversity
  • Chapter 2: On Diversity in Educational Contexts
  • Chapter 3: OECD Teaching and Learning International Survey (TALIS) and diverse contexts
  • Chapter 4: Diversity in education: the importance of disaggregating data

Part II: Preparing Teachers for Diverse Classrooms

  • Chapter 5: Diversity and Educational Disparities: the role of teacher education
  • Chapter 6: Attracting and retaining diverse student teachers
  • Chapter 7: Curriculum Planning and Development: Implications for a new generation of teacher educators
  • Chapter 8: Intercultural Competence Teacher Training Models: the Italian experience

Part III: Moving into Practice

  • Chapter 9: From Homogeneity to Diversity in German Education\
  • Chapter 10: Teacher Education for Diversity in Spain: Moving from theory to practice
  • Chapter 11: School leader approaches to multicultural education: a Northern Ireland case study
  • Chapter 12: Classroom Practices for Teaching Diversity: an example from Washington State

Part IV: The Pending Agenda

  • Chapter 13: Supporting Effective Practice: The pending agenda

 

 

 

 

 

 

 

 

 

 
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