The main challenges in teacher education for diversity

Vranješević, Jelena

doi:10.2298/zipi1402473v

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…In reality, the achievement of this goal is a challenge. While first-hand experiences, such as participation in professional placement opportunities in rural/remote communities, are optimal, they are not practicable from the perspective of scalability, sustainability, and accessibility (Vranjesevic, 2014). Curriculum design becomes a key mechanism through which to create space and conversations about diversity and the role that innovative pedagogies can have in empowering learners and valuing where they are contextually situated.…”

Section: Contextmentioning

confidence: 99%

The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators

Fitzgerald

Goff

White

2023

J. educ. (Univ. KwaZulu-natal)

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Teacher educators often find themselves struggling to enact a continually shifting teacher education reform policy agenda in relation to increasing standardisation and more strident accountability measures. This has to be balanced with best trying to meet the needs of an increasingly diverse student population in different community settings and to be well prepared for current and future challenges. We are three teacher educators who use narrative inquiry to interrogate these dilemmas and the ways in which they play out in teacher education curriculum design work. We analyse the stories and identify the three themes of contexts, currency, and connection. We offer a number of pro-active strategies to help teacher educators to make an agentive response to the task of curriculum planning. We suggest a variety of ways in which teacher educators can use their knowledge of place, policy, and working in partnerships to navigate through this highly regulated space.

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Section: Contextmentioning

confidence: 99%

The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators

Fitzgerald

Goff

White

2023

J. educ. (Univ. KwaZulu-natal)

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“…Accordingly, recent research has found Serbian teachers to display poor intercultural sensitivity Petrović & Zlatković, 2009) and a lack of knowledge, strategies, and tools needed for dealing with diversity in the classroom (Macura-Milovanović, Pantić, & Closs, 2012;Vranješević, 2014;.With this in mind, it seemed crucial to develop appropriate means to support both pre-service and in-service teachers. This concern was the starting base for the project reported in the present paper 2 .…”

Section: Teachers' Intercultural Competence (Icc)mentioning

confidence: 99%

Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales

Zlatković¹,

Petrović²,

Erić³

et al. 2017

Psihol istra

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Self-regulation is a key issue for teachers. Self-regulatory competencies help teachers maintain both their well-being and professional commitment. This is of particular importance when it comes to teaching in culturally diverse classrooms. However, this facet is generally neglected when Teacher Education supports pre-and inservice teachers in the development of their intercultural competencies. Against this background, the current paper deals with the development of three scales for the assessment of self-regulatory aspects of teachers' intercultural competencethe Teacher Cultural Diversity Flexibility Scale (TCDFS), the Teacher Cultural Diversity Emotional Regulation Scale (TCDERS), and the Teacher Cultural Diversity Tolerance for Ambiguity Scale (TCDTAS). Each scale was developed and validated in two forms: one referring to minority students in general, and one referring specifically to Roma students. The results indicate generally good reliabilities (αs from .74 to .91) and a unifactorial structure for each of the proposed scales. Both forms (general and the one for the Roma) of the TCDFS and the TCDERS also demonstrated concurrent validity. An assessment based on these scales may better inform training interventions aiming to develop self-regulatory aspect of teachers' intercultural competence and to measure the outcomes and efficacy of such interventions. However, correlation analyses have also revealed some weaknesses of the TCDTAS. In the light of these results, further efforts should be directed at reanalysing the construct of self-regulation in dealing with diversity.

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“…Moreover, there is a lack of strategic orientation and legal framework that would support the development of intercultural competence of future teachers (Petrović, 2016). In general, teachers in Serbia neither have sufficient intercultural sensitivity (Jokić & Petrović, 2016;Petrović & Zlatković, 2009) nor are they equipped with the knowledge, strategies, and tools necessary for dealing with diversity in the classroom (Macura-Milovanović, Pantić, & Closs, 2012;Vranješević, 2014;Zlatković & Petrović, 2016).…”

mentioning

confidence: 99%

Motivational aspects of teachers’ intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation

Petrović

Jokić²,

Leutwyler

2016

Psihologija

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This paper deals with the development of three scales for the assessment of motivational aspects of teachers' intercultural competence-Teacher Cultural Diversity Enthusiasm Scale (TCDES), Teacher Cultural Diversity Self-Efficacy Scale (TCDSES) and Teacher Commitment to Social Justice Scale (TCSJS). The second goal of the study was to test the assumption that these three scales were indicators of a single latent concept-Motivational orientation related to diversity. The results have demonstrated strong reliability (αs> .80), one-factor structure (cross-validated with EFA and CFA) and satisfactory content and concurrent validity for each scale. Additionally, EFA has shown that three distinct factors explain item level variations. These results suggest that the three scales are reliable measures of three different motivational aspects. In the next step, CFA has confirmed the model of Motivational orientation, where a single latent construct explains variations at the level of the scales. The assessment of motivational orientation may better inform training and pedagogical interventions aiming to develop teachers' competence to deal with diversity and measure the outcomes and efficacy of educational efforts such as preservice and in-service intercultural training programs for teachers.

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The main challenges in teacher education for diversity

Cited by 5 publications

References 13 publications

The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators

The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators

Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales

Motivational aspects of teachers’ intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation

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