By OECD Organisation for Economic Co-operation and Development
This e-book summarises key examine findings which might be used to revamp preliminary and carrying on with instructor schooling to assist practitioners successfully train diversified scholars. It seems to be at demanding situations academics face in OECD nations and provides a number of regulations and practices utilized in a number of contexts, from nations with lengthy histories of range to these with more moderen reviews. the main position of evaluate of academics, faculties and platforms is emphasized. Educating academics for range: assembly the Challenge asks how those insights can encourage carrying on with academic reform for our altering study rooms, with a distinct concentrate on key questions for study, coverage and practice.
Table of content material :
PART I. CONTEXT, options AND learn bankruptcy 1. The value of potent instructor schooling for variety by Tracey Burns and Vanessa Shadoian-Gersing bankruptcy 2. On variety in academic contexts by Mikael Luciak Chapter three. The OECD instructing and studying overseas Survey (TALIS) and instructor schooling for range by Ben Jensen bankruptcy four. variety in schooling: the significance of disaggregating data by Bruce Garnett half II. getting ready lecturers for varied study rooms Chapter 5. Diversity and academic disparities: the function of instructor education by Russell Bishop bankruptcy 6. Attracting and maintaining different scholar academics by Rick Wolff, Sabine Severiens and Marieke Meeuwisse bankruptcy 7. Curriculum making plans and improvement: implications for a brand new new release of instructor educators by H. Richard Milner IV and F. Blake Tenore bankruptcy eight. Intercultural competence teacher-training types: the Italian experience by Milena Santerini half III. entering into perform bankruptcy nine. From homogeneity to range in German education by Anne Sliwka bankruptcy 10. Teacher schooling for variety in Spain: relocating from concept to perform by Miquel Angel Essomba bankruptcy eleven. institution chief methods to multicultural education: a Northern eire case study by Claire McGlynn bankruptcy 12. Classroom practices for instructing range: an instance from Washington nation (United States) by Geneva homosexual half IV. THE PENDING time table bankruptcy thirteen. aiding powerful perform: the pending agenda by Tracey Burns and Vanessa Shadoian-Gersing Annex A. a world on-line session Biographies of contributing authors
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Extra info for Educational Research and Innovation Educating Teachers for Diversity: Meeting the Challenge
It should be noted however that, in this consultation (which was open to all teachers), a large number of respondents reported teaching in primary and upper secondary schools whereas TALIS only surveyed teachers in ISCED 2 11 level schools. Educating teachers for diversity: meeting the challenge – © OECD 2010 34 – Chapter 1. 1. Key messages from the online consultation* • 96% of student teachers and teacher educators and 70% of teachers who responded to the survey thought that sensitivity to diversity issues was important for effective teaching.
Such “life worlds” contain a pool of interpretation patterns, which make up the common everyday knowledge. Persons living in it use this pool in order to orient themselves in the world, structure their perception and reflect on and initiate their activities. While culture can be regarded as a system of specific symbols and meanings, it is also argued that culture is not an object that can be definitely interpreted. 19). Educating teachers for diversity: meeting the challenge – © OECD 2010 44 – Chapter 2.
In contrast, claims to the recognition of cultural diversity in the context of migration focus on the paradigms of integration and interculturalism, dialogue, valuing cultural differences and mutual respect. These conceptions are more strongly orientated to liberal notions of individual rights and freedoms rather than to communitarian ideals about specific group rights. One definition of cultural diversity is that it “presupposes respect of fundamental freedoms, namely freedom of thought, conscience and religion, freedom of opinion and expression, and freedom to participate in the cultural life of one’s choice” (UNESCO, 2009).
Educational Research and Innovation Educating Teachers for Diversity: Meeting the Challenge by OECD Organisation for Economic Co-operation and Development