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.


The OECD Teaching and Learning International Survey (TALIS) and teacher education for diversity

Centre for Educational Research and Innovation

On average across TALIS countries, 47% of teachers report a high or moderate need for professional development for teaching in a multicultural setting. This level of need was found to vary within schools but not as a function of school types or different types of teachers. Professional development programmes therefore should focus on the needs of individual teachers rather than of schools or regions. It is further shown that there is a need to develop a strong evaluative framework capable of providing feedback on all aspects of teaching, particularly those related to diversity. Teachers report that such evaluation and feedback has a positive impact upon their development and leads to changes in their teaching practices. It is argued that an evaluative framework is an effective mechanism to develop teachers�f skills and provides policy makers with a cost.effective tool to prioritise specific aspects of school education and foster school improvements.


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