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

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