Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?

Journal article

Bourke, Terri, Ryan, Mary, Rowan, Leonie, Lunn Brownlee, Jo, Walker, Susan and L’Estrange, Lyra. (2023). Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions? Asia-Pacific Journal of Teacher Education. 51(1), pp. 28-44. https://doi.org/10.1080/1359866X.2022.2119369
AuthorsBourke, Terri, Ryan, Mary, Rowan, Leonie, Lunn Brownlee, Jo, Walker, Susan and L’Estrange, Lyra
Abstract

Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators’ views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching about and to diversity, rather than teaching for diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today’s diverse classrooms.

Keywordsdiversity; reflexivity; discourse; knowledge; decision-making; initial teacher education
Year2023
JournalAsia-Pacific Journal of Teacher Education
Journal citation51 (1), pp. 28-44
PublisherRoutledge
ISSN1359-866X
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2022.2119369
Scopus EID2-s2.0-85138281894
Page range28-44
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Sep 2022
Publication process dates
Accepted24 Jun 2022
Deposited11 Jul 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDP180100160
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