Teacher educations responsibility to address diversity issues: Enhancing institutional capacity

Melnick, Susan L.; Zeichner, Kenneth M.

doi:10.1080/00405849809543791

Cited by 76 publications

(80 citation statements)

References 3 publications

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“…Rappelons clairement que l'hétérogénéité et la diversité ne sont pas des objets de préoccupations nouvelles en éducation et en pédagogie (Corno et Snow, 1986;Ducette, Sewell et Poliner Shapiro, 1996;Humphrey, Bartolo, Ale, Calleja, Hofsaess et al, 2006;Jacquard, 1978;Melnick et Zeichner, 1998;Paine, 1990;Tomlinson et al, 2003). En effet, au cours du XX e siècle, le travail de renouvellement des systèmes d'éducation dans les pays industrialisés a constamment cherché à rendre l'école accessible au plus grand nombre de personnes possible (Perrenoud, 1997).…”

Section: Diversité Inclusion Scolaire Et Pédagogie De L'inclusionunclassified

La légitimité de la diversité en éducation : réflexion sur l’inclusion

Prud’homme

Vienneau

Ramel

et al. 2012

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Le présent texte a pour objectif de proposer une réflexion sur le thème de la diversité à l’école, et ce, sous l’angle de l’inclusion scolaire ou de son alternative, l’exclusion scolaire et sociale. Le texte examine ainsi certaines conceptions favorisant une reconnaissance positive et constructive de la diversité en contexte scolaire. Ensuite, il explore la dimension sociale et culturelle de ce phénomène pour enfin traiter la question de l’inclusion et de la pédagogie de l’inclusion.

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Section: Diversité Inclusion Scolaire Et Pédagogie De L'inclusionunclassified

La légitimité de la diversité en éducation : réflexion sur l’inclusion

Prud’homme

Vienneau

Ramel

et al. 2012

View full text Add to dashboard Cite

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“…Despite the various attempts to give prominence to the crucial role of teacher education in addressing wider issues of social, cultural, academic and religious divisions, it seems that teacher educators in N. Ireland have largely managed to resist the challenge (Moran, 2009 Melnick and Zeichner (1998) argued that much of the focus in discussions of multicultural pre-service teacher education has been on how the curriculum of teacher education programmes could be changed. The existing literature had however largely ignored the institutional contexts in which teacher education took place (Melnick and Zeichner, 1998).…”

Section: Self-evaluation As a Lever For Inclusive Teacher Educationmentioning

confidence: 99%

“…The existing literature had however largely ignored the institutional contexts in which teacher education took place (Melnick and Zeichner, 1998). Moran (2009) argued that Higher Education, including teacher education in N.…”

Section: Self-evaluation As a Lever For Inclusive Teacher Educationmentioning

confidence: 99%

Organisational self-evaluation and teacher education for community relations in a transforming society?

McCully

Smith

2013

European Journal of Teacher Education

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During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. With the advent of more peaceful times in Northern Ireland, this was a precipitous time for Initial Teacher Educators to review the preparation given to beginner teachers for teaching in an increasingly pluralist society emerging from conflict. The present paper reports on one very specific and timelimited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in Initial Teacher Education for community relations. Following a brief contextualisation, the background to, and the development of a set of materials designed to support rigorous and systematic self-review of all aspects of provision in a university-based Initial Teacher Education department is described. The Community Relations Index for Initial Teacher Education (Cr-ITE) was envisaged as being of use to Initial Teacher Education establishments in order to help teacher educators take responsibility for rigorous learning from their practice, whilst placing inclusive values at the centre of organisational development. The final section includes further critical reflection on the role of organisational self-review in transforming teacher education for inclusion in a society emerging from longstanding communal conflict.

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“…Many teacher education institutions realize the need to change the contrasting reality of increasing number of minority students in schools and the lack of substantive intercultural experiences and skills among the majority of teachers (Cushner, McClelland, & Safford, 2000;Melnick & Zeichner, 1998). Student teaching abroad experiences have served as a catalyst for beginning teachers to start on a path of learning about another culture and people through direct interaction with that culture and people Mahon & Cushner, 2007), concurrently with their guided professional development experience.…”

Section: Theoretical Frameworkmentioning

confidence: 99%