Educating Teachers for Diversity

Meeting the Challenge

image of Educating Teachers for Diversity
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.


Attracting and retaining diverse student teachers

Centre for Educational Research and Innovation

This chapter examines the role that programmes play in the success of students from ethnic minorities by comparing the learning environments of three urban teacher training programmes. Although ethnic diversity of children in the Netherlands has dramatically increased as a result of several post.war waves of migration, this is not reflected in the composition of the teaching staff. In addition, the policy aim to train more students from ethnic minorities as teachers has proven far from simple. Students from minority backgrounds who attend teacher training programmes for primary education are far more likely than native Dutch students to leave before graduation. The research presented here suggests that an open atmosphere in a programme, the presence of career counsellors and internship co.ordinators specifically attuned to diversity issues, and the relative ease of finding internships all serve to increase the educational success of these students. The chapter concludes with recommendations for programme climate, guidance and internships.


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