Theresa Bourke, M. Ryan, Leonie Rowan, J. Lunn Brownlee, Susan Walker, L. L’Estrange
{"title":"Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?","authors":"Theresa Bourke, M. Ryan, Leonie Rowan, J. Lunn Brownlee, Susan Walker, L. L’Estrange","doi":"10.1080/1359866X.2022.2119369","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"28 - 44"},"PeriodicalIF":1.4000,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia-Pacific Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1359866X.2022.2119369","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍:
This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.