Educating Teachers for Diversity
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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.
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Publication Date :
25 Feb 2010
DOI :
10.1787/9789264079731-en
 
Chapter
 

Curriculum planning and development

implications for a new generation of teacher educators You do not have access to this content

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Author(s):
H. Richard Milner IV, F. Blake Tenore
Pages :
163–183
DOI :
10.1787/9789264079731-10-en

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While doctoral students in education are taught research skills in their programmes, they are rarely explicitly taught how to plan and develop effective curricula, the types of guiding questions which are important to consider or how to study this process in order to improve practices. In an attempt to address this, the authors use Jackson’s (1968) framework for reflecting on teacher planning. The following questions are addressed: how does a teacher educator plan and develop a curriculum for student teachers? How do teacher educators critically examine their curriculum planning and development practices? What are the central questions, areas of focus and principles essential for consideration in such planning and development? For each phase of the planning process, a series of questions is presented. The principles derived from these questions may serve as a useful heuristic to guide the work of new teacher educators.