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.




Centre for Educational Research and Innovation

Increasingly multinational – and hence multicultural – societies have an impact on education and student achievement. Data from PISA 2003 and 2006 indicate that the educational challenges posed by family background, socio-economic context, and migration status are not only strongly linked to student outcomes, they are the main determinants of student performance over and above the influence of the school.* School education must therefore seek to overcome socio-economic inequalities and, at the same time, utilise the benefits that diversity brings to schools and classrooms. A key recommendation from the PISA studies was that schools should do better in building on the emotive capital of immigrant students as a driving source for enhancing their learning. One way in which they can do this is to use the strength and flexibility of their teachers – but of course for this to be effective teachers must receive appropriate support and training.


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