How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature
Journal article
Rowan, Leonie, Bourke, Terri, L’Estrange, Lyra, Lunn Brownlee, Jo, Ryan, Mary, Walker, Susan and Churchward, Peter. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research. 91(1), pp. 112-158. https://doi.org/10.3102/0034654320979171
Authors | Rowan, Leonie, Bourke, Terri, L’Estrange, Lyra, Lunn Brownlee, Jo, Ryan, Mary, Walker, Susan and Churchward, Peter |
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Abstract | Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity. There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators’ own knowledge. The article concludes with implications for teacher educators, arguing for enhanced critical epistemic reflexivity. |
Keywords | initial teacher education; teacher educators; diversity in schools; diverse learners; schools; social justice |
Year | 2021 |
Journal | Review of Educational Research |
Journal citation | 91 (1), pp. 112-158 |
Publisher | SAGE Publications |
ISSN | 0034-6543 |
Digital Object Identifier (DOI) | https://doi.org/10.3102/0034654320979171 |
Scopus EID | 2-s2.0-85097559350 |
Open access | Published as green open access |
Research or scholarly | Research |
Page range | 112-158 |
Funder | Australian Research Council (ARC) |
Author's accepted manuscript | License File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 14 Dec 2020 |
Publication process dates | |
Deposited | 08 Mar 2022 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP180100160 |
https://acuresearchbank.acu.edu.au/item/8x758/how-does-initial-teacher-education-research-frame-the-challenge-of-preparing-future-teachers-for-student-diversity-in-schools-a-systematic-review-of-literature
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Author's accepted manuscript
AM_Rowan_2021_How_does_initial_teacher_education_research.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
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Publisher's version
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