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Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?
Bourke, Terri Ryan, Mary Rowan, Leonie Lunn Brownlee, Jo Walker, Susan L’Estrange, Lyra
Bourke, Terri
Ryan, Mary
Rowan, Leonie
Lunn Brownlee, Jo
Walker, Susan
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.
Keywords
diversity, reflexivity, discourse, knowledge, decision-making, initial teacher education
Date
2023
Type
Journal article
Journal
Asia-Pacific Journal of Teacher Education
Book
Volume
51
Issue
1
Page Range
28-44
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled