Teacher education and teaching for diversity : A call to action

Journal article

Ryan, Mary, Rowan, Leonie, Lunn-Brownlee, Jo, Bourke, Terri, L’Estrange, Lyra, Walker, Sue and Churchward, Peter. (2022). Teacher education and teaching for diversity : A call to action. Teaching Education. 33(2), pp. 194-213. https://doi.org/10.1080/10476210.2020.1844178
AuthorsRyan, Mary, Rowan, Leonie, Lunn-Brownlee, Jo, Bourke, Terri, L’Estrange, Lyra, Walker, Sue and Churchward, Peter
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.

Keywordsdiversity in schools; epistemic reflexivity; teacher education; teacher educators; teaching for diversity
Year2022
JournalTeaching Education
Journal citation33 (2), pp. 194-213
PublisherRoutledge
ISSN1470-1286
Digital Object Identifier (DOI)https://doi.org/10.1080/10476210.2020.1844178
Scopus EID2-s2.0-85097605627
Research or scholarlyResearch
Page range194-213
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online17 Dec 2020
Publication process dates
Accepted18 Oct 2020
Deposited24 May 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP180100160
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