How is cultural diversity positioned in teacher professional standards? an international analysis

Abstract

Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This article presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English speaking world. Using critical discourse analysis we examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. We conclude by raising concerns about how the official representations of teaching in particular national contexts fail to position culturally diverse learners and culturally responsive teaching as a priority.

Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers

“…Ironically, while this mega-narrative directs NQTs to value empirical evidence, there is a paucity of empirical evidence to show a causal link between prescribed standards and improved teacher quality (Santoro and Kennedy 2016). However, according to the AITSL, standards provide: a framework that makes clear the knowledge, practice and professional engagement required across teachers' careers.…”

“…For example, an analysis of teacher standards in Australia, Canada (British Columbia), the USA (California), England and New Zealand shows that they fail to address culturally diverse students and culturally responsive teaching (Santoro and Kennedy 2016). In the Scottish context, McNally et al (2008) question whether the Standard for Full Registration can ''capture the essence of classroom teaching'' for NQTs and whether it is a useful ''reference for them in making sense of their everyday teaching, at that stage of development'' (p. 288).…”

A qualitative study of students’ perception on multicultural competence of academic teachers in India

“…All teachers, regardless of their location, need to be culturally responsive practitioners who must be able to work with diverse students. A culturally responsive teacher respects and understands students' values, knowledge, practices, expectations, promotes social justice through naming and critiquing discourses of inequality within and beyond the classroom (Santoro et al, 2015). There is a need to prepare culturally responsive teachers with the ability to communicate with students from diverse backgrounds, as well as students to communicate among diversified group in the classroom.…”

Early Career Teachers’ Perceptions of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project

“…In common with other frameworks internationally (Santoro & Kennedy, 2015) the Australian Standards make repeated reference to the diversity that characterizes the student population. Standard 1, in particular, states that graduates will "Know Students and How They Learn" and that this knowledge will inform their work as teachers.…”

“…Reflecting an international trend that increasingly positions professional standards as an important mechanism for ensuring "teacher quality" (for discussion of this development within England, New Zealand, Canada and the United States see (Santoro & Kennedy, 2015)-the Australian standards articulate what teachers are expected to know and be able to do at four career stages: graduate, proficient, highly accomplished and lead. They are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement (Australian Institute for Teaching and School Leadership, 2014a).…”