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.



Diversity in education: the importance of disaggregating data

Centre for Educational Research and Innovation

Changes in migration patterns have radically altered the composition of the student body and challenged the personnel of urban schools over the last generation. Unfortunately, due to the paucity of data and the presence of epistemological conflicts in research, teacher-educators have rarely relied on empirical research to guide them in their decision-making about how to prepare practitioners to meet the needs of increasingly diverse populations. This paper marshals empirical data from a cohort of students in British Columbia, Canada, to demonstrate where gaps in equity among identifiable social groups occur. It also suggests how the results might be used to challenge both teacher and teacher-candidates’ beliefs about schooling and society, as well as teacher-educators’ priorities for preparing teachers for diverse populations.


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