Educational Research and Innovation Educating Teachers for Diversity: Meeting the Challenge

✍ Scribed by OECD Organisation for Economic Co-operation and Development

• Publisher: OECD Publishing
• Year: 2010
• Tongue: English
• Leaves: 318
• Category: Library

✦ Synopsis

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 Content :

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

 

✦ Table of Contents

Foreword......Page 5
Acknowledgements......Page 7
Table of Contents......Page 9
Executive summary......Page 15
Part I - Context, concepts and research......Page 19
The importance of effective teacher education for diversity......Page 21
Introduction......Page 22
Diversity and the importance of context......Page 23
Challenges for the classroom......Page 26
A challenge for the system: educating and retaining effective teachers for diverse classrooms......Page 30
Teacher education for diversity: key themes......Page 32
Overview of this volume......Page 37
References......Page 41
On diversity in educational contexts......Page 43
Introduction......Page 44
Divergent meanings of culture and diversity......Page 45
Long‑standing diversity in nation‑states......Page 46
Diversity and international migration......Page 48
Cultural diversity, cultural differences and the role of schools......Page 49
Responses to diversity – multicultural and intercultural education......Page 53
Implications for policies and practice......Page 58
References......Page 61
The OECD Teaching and Learning International Survey (TALIS) and teacher education for diversity......Page 65
Introduction......Page 66
Teachers’ professional development and their developmental needs......Page 68
Teacher development in the TALIS context......Page 73
Conclusion and policy implications......Page 84
References......Page 92
Diversity in education: the importance of disaggregating data......Page 95
Introduction......Page 96
Empirical research......Page 99
Methods......Page 101
Results......Page 103
Enrolment and mean scores in Mathematics 12 and English 12......Page 105
Multivariate models......Page 107
Discussion and relevance for teacher education......Page 109
Conclusion......Page 112
References......Page 115
Part II - Preparing teachers for diverse classrooms......Page 119
Diversity and educational disparities: the role of teacher education......Page 121
Introduction: diversity and educational disparities......Page 122
The current educational context......Page 123
Six challenges for practice and practitioners......Page 124
Conclusion......Page 134
References......Page 136
Attracting and retaining diverse student teachers......Page 139
Introduction......Page 140
Completion rates of students from non-Western ethnic minorities and native Dutch students: how much influence does a degree programme have?......Page 141
The Dutch school system and the road to higher education......Page 145
Method: three case studies......Page 147
Results from the case studies......Page 148
Conclusions and recommendations......Page 158
References......Page 163
Curriculum planning and development: implications for a new generation of teacher educators......Page 165
Introduction......Page 166
Teacher education in the United States......Page 169
Conclusions and implications......Page 180
References......Page 182
Intercultural competence teacher-training models: the Italian experience......Page 187
Introduction......Page 188
Models for the definition and evaluation of intercultural competence......Page 192
Structuring the training......Page 196
Trainees’ thoughts on intercultural competence......Page 197
Conclusions and next steps......Page 199
References......Page 200
Part III - Moving into practice......Page 205
From homogeneity to diversity in German education......Page 207
Germany: an immigrant society?......Page 208
Other diversity issues: gender equality and inclusion of individuals with special needs......Page 209
Early selection and educational stratification as a barrier to diversity......Page 210
From homogeneity to heterogeneity in German education......Page 213
From homogeneity to heterogeneity: the difficult process of changing deep-seated mental models......Page 214
Futures thinking: from heterogeneity to diversity......Page 215
The potential role of teacher education as a change agent......Page 217
References......Page 218
Teacher education for diversity in Spain: moving from theory to practice......Page 221
Introduction......Page 222
The current context of teacher education and diversity: adapting the discourse to new realities......Page 225
The “natural” gap between policy and implementation......Page 229
Further steps towards understanding and learning: the case of Spain......Page 234
References......Page 237
School leader approaches to multicultural education: a Northern Ireland case study......Page 239
Introduction: challenges to multiculturalism......Page 240
Multicultural education in conflicted societies......Page 241
Integrated education in Northern Ireland......Page 242
Findings......Page 245
Discussion......Page 250
References......Page 254
Classroom practices for teaching diversity: an example from Washington State (United States)......Page 259
Introduction......Page 260
Invitations and challenges......Page 261
Principles for practice in teaching diversity......Page 265
Conclusion......Page 274
References......Page 277
Part IV - The pending agenda......Page 283
Supporting effective practice: the pending agenda......Page 285
Introduction......Page 286
Knowledge gaps and policy orientations......Page 287
References......Page 295
Annex A - An international online consultation......Page 297
Demographics......Page 298
Work as a teacher and teacher educator......Page 300
Preparation for diversity in the classroom......Page 301
Conclusion......Page 308
Biographies of contributing authors......Page 311