Pupil diversity in teacher preparation curriculum

Abstract

This study focused on the concept of pupil diversity in the planned curriculum of teacher preparation programmes. The professional training of teachers influences the knowledge, skills and attitudes student teachers regarding diversity (Akiba, 2011); however, most research studies have utilised quantitative research focused on planned curriculum or learning outcomes. We chose a qualitative approach to uncover how pupil diversity is implemented within the planned curriculums of selected teacher education programmes. Based on a content analysis of syllabi and conceptual documents from teacher preparation programmes at a selected faculty of education, two conceptual approaches towards diversity within curriculums, one explicit and one implicit, are described. These concepts can be further interpreted in relation to the ideological, content and methodological dimensions of the curriculum.

The sociological dimensions of multicultural education

“…Cultural diversity is the incorporation of every ethnic group's culture into a constructive, societal existence for everyone to understand human activity. It also is a way to recognize connections and differences between ethnic groups and their cultures (Brooks & Babel, 2022; Erzsebet, 2017; Gonzalez, 2019; Kratochvilova et al., 2022; Weissmann, et al., 2019).…”