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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From homogeneity to diversity in German education You do not have access to this content

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Author(s):
Anne Sliwka

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Germany is currently changing its self-perception as it shifts from a culturally homogenous nation to a more pluralistic society shaped by immigration. Education is thus evolving to be more inclusive although heterogeneity is still considered a challenge with which to cope rather than a potential strength. This approach can be compared with countries that have longer histories of immigration, such as Canada, having moved from merely "dealing with heterogeneity" to embracing diversity as a resource for education. Teacher education plays a key role in this transition, and there are many approaches it can use to facilitate this shift. These approaches range from increasing the intake of teacher trainees with diverse backgrounds, to applying didactic approaches that will encourage communication about their different identities, to exploring basic philosophical concepts such as diversity, identity and controversy.
 
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