Educating teachers for diversity – a Herculean task
Bibliographic Data
| ID | 21496470 |
|---|---|
| Authors | Astrid Gillespie (0000-0002-9998-5975, OsloMet – Oslo Metropolitan University), Hanne Rinholm (0000-0003-0101-7931, OsloMet – Oslo Metropolitan University, corresponding author) |
| Year | 2025 |
| Pages | 1-21 |
| Publication date | 2025-05-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2507341 |
| OpenAlex | W4410525688 |
| Language | EN |
| References cited | 36 |
This article presents an interview study investigating how stakeholders in teacher education perceive the concept of diversity and the development of teachers’ professional diversity competence across different learning arenas. The analysis and discussion apply the Aristotelian knowledge modes – episteme, techne, and phronesis – as theoretical lenses. Most of the informants perceived diversity as a broad term, including ‘all and everything’. Teachers’ professional diversity competence mainly appeared to be a general teacher competence, with matters connected to practical wisdom (phronesis) being pivotal. This competence was considered best acquired in practice placement and through life experiences. The findings’ implications for teacher education are discussed, including the need to provide learning environments in which preservice teachers’ informal competence can be both appreciated and challenged. We therefore suggest that campus-based seminars should be implemented to support preservice teachers in building practical syntheses in which both theoretical knowledge and life experiences are systematically integrated
Higher education · Mathematics education · Pedagogy · Political science · Sociology · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Equity and Inclusion in Education
Linking Practice and Theory
Everyday Multiculturalism
Thematic Analysis
Teacher educators’ knowledge about diversity
Teacher education in times of crisis
Building teacher knowledge and identity– career changers ́ transition into teaching through a short teacher education programme
Reimagining teacher education in light of the teacher shortage and the aftershock of Covid-19
Identifying school-based teacher educators’ professional learning needs
High-quality practicum – according to teacher education students on their practicum at partnership schools
Phronesis in teacher education
Strong Equity
How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Demarginalizing the Intersection of Race and Sex
Studying Diversity in Teacher Education
Reflecting on reflexive thematic analysis
Measuring pre-service teachers' professional vision of inclusive classrooms
Twenty‐two testable hypotheses about phronesis
Culturally Relevant Pedagogy 2.0
Toward a Theory of Culturally Relevant Pedagogy
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Constructing Coherence
Multicultural Matters
Translating Culture
Super-diversity and its implications
| Citation velocity | historical |
|---|---|
| Highly cited | No |