ABSTRACT

Teachers around the world report a lack of confidence about working with learners who are regarded as ‘diverse’. This paper draws on mixed-methods research to explore knowledge claims that underpin the pedagogical work of teacher educators. Using our theoretical framing of epistemic reflexivity, we show connections between knowledge claims made across the broad literature of teacher education/diversity and those made by teacher educators about their practices and programs. Findings identified challenges with respect to existing practice which point to different ways of knowing about our work. This paper is a call to action for teacher educators to reclaim their accountability for teaching diversity.

摘要

世界各地的教师都表示对与被视为“多元化”的学习者合作缺乏信心。本文利用混合方法研究来探索支撑教师教育工作者教学工作的知识主张。使用我们的认知反身性理论框架，我们展示了在广泛的教师教育/多样性文献中提出的知识主张与教师教育者关于他们的实践和计划提出的知识主张之间的联系。调查结果确定了与现有实践相关的挑战，这些挑战指向了了解我们工作的不同方式。本文呼吁教师教育工作者采取行动，重新承担教学多样性的责任。