Journal article
Teacher education and teaching for diversity: a call to action
Teaching Education, Vol.33(2), pp.194-213
2022
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Source: InCites
Abstract
Teachers around the world report a lack of confidence about working with learners who are regarded as ‘diverse’. This paper draws on mixed-methods research to explore knowledge claims that underpin the pedagogical work of teacher educators. Using our theoretical framing of epistemic reflexivity, we show connections between knowledge claims made across the broad literature of teacher education/diversity and those made by teacher educators about their practices and programs. Findings identified challenges with respect to existing practice which point to different ways of knowing about our work. This paper is a call to action for teacher educators to reclaim their accountability for teaching diversity.
Details
- Title
- Teacher education and teaching for diversity: a call to action
- Creators
- Mary Ryan - Macquarie UniversityLeonie Rowan - Griffith UniversityJo Lunn Brownlee - Queensland University of TechnologyTerri Bourke - Queensland University of TechnologyLyra L'Estrange - BLOCK (Czechia)Sue Walker - Queensland University of TechnologyPeter Churchward - Queensland University of Technology
- Publication Details
- Teaching Education, Vol.33(2), pp.194-213
- Publisher
- Routledge
- Grant note
- This work was funded by the Australian Research Council (ARC) DP180100160
- Identifiers
- 991013007698402368
- Copyright
- © 2020 Informa UK Limited, trading as Taylor & Francis Group
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article