International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Multiculturalism & Diversity
Page 2/22
212 items
11
This study explores trainers’ approaches to organisation and delivery; levels of confidence in delivery; and wider views on the place of spiritual, moral, social and cultural (SMSC) in primary schools and in initial teacher training (ITT). The authors conclude that this survey has provided new evidence about the practices and challenges facing those who are training primary teachers in universities and in School-Centred Initial Teacher Training (SCITT). The authors argue that the promotion of strands relating to children’s personal, social and emotional well-being is essential if children are to fully flourish as human beings.
Published: 2015
Updated: Feb. 11, 2018
12
This article investigates how preservice teachers developed a relationships with country. The author has described preservice teachers who participated in an elective subject Engaging Koori Kids and their Families. The goal of this elective subject was to motivate preservice teachers to experience a journey of Aboriginal ways of knowing, learning and behaving. The findings reveal that the elective subject demonstrated how teachers could implement and contribute to a holistic localised Aboriginal perspective originating from Country. The goal of this study is that preservice teachers take their story learnt from Country and implement it into the classroom. Each preservice teacher then has the experience to work with a range of Aboriginal community members.
Published: 2016
Updated: Nov. 21, 2017
13
This article aims to describe pedagogical practices used by teacher educators who prepare teachers to be culturally responsive. The authors, who are teacher educators themselves, recognize the challenges associated with teaching about issues of diversity and facilitating preservice teachers’ (PSTs) acquisition of culturally relevant pedagogy. The authors integrate between culturally relevant pedagogy and a framework for diversity awareness and identity development. They are interested in supporting teacher educators who yearn to prepare culturally responsive PSTs. They focus on three practices for preparing teachers who are culturally responsive: establishing a positive classroom learning environment, implementing purposeful learning activities and providing appropriate field experiences with a focus on diversity.
Published: 2016
Updated: Nov. 01, 2017
14
The present paper examines initial teacher education (ITE) students’ sexual orientations and the intersections of students’ sexualities, socio-demographic backgrounds and career motivations. The findings reveal that although LGBT people experience considerable covert and overt social, institutional and religious barriers when applying for and entering ITE programmes in Ireland, they are highly motivated and committed to a teaching career. Their strong desire to change the of young people, together with their personal experiences of schooling uniquely position them to challenge and disrupt heteronormativity and sexual discrimination in schools and in ITE.
Published: 2017
Updated: Oct. 18, 2017
15
This article examines the barriers to accessing teacher education for students from excluded groups both theoretically and in practice – using two examples: one in the North West of England and the second in Queensland, Australia. The findings reveal that expanding the diversity of the teaching profession is an important way in which higher education (HE) institutions can contribute to the overall goal of widening participation in HE as schools are fundamental to shaping who participates in HE. As the gap between the rich and poor widens, the authors argue that it is time for a change in the way potential student teachers access HE and the curriculum if we are to address the needs of under-represented learners.
Published: 2016
Updated: Sep. 13, 2017
16
This study aims to examine in-service teachers’ readiness for using differentiated instruction (DI) strategies and perceived challenges in its implementation. The results indicate that teachers generally held positive attitudes towards the use of differentiated strategies. However, there seemingly is still a struggling paradigm shift from teacher-centred to learner-centred curriculum in the Confucius heritage classrooms whilst teachers facing a range of obstacles that hampered DI practice.
Published: 2017
Updated: Aug. 09, 2017
17
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Published: 2017
Updated: May. 28, 2017
18
This research explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates.
Published: 2017
Updated: May. 14, 2017
19
This article discusses the racial opportunity cost of academic achievement for Latina/o students who graduated from urban high schools and participated in a larger study of 18 high-achieving students of color. The article focuses on the ways the school context influenced their success. Interviews with the seven Latina/o participants reveal that while the original findings encompassed their perspectives, there were additional dimensions to their experiences that expanded the notion of racial opportunity cost.
Published: 2015
Updated: Mar. 29, 2017
20
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Published: 2012
Updated: Jan. 15, 2017