Editors:
- Presents a conceptualisation of teacher agency for inclusion and social justice
- Considers challenges in how teachers are prepared to address issues of difference and diversity
- Promotes a broad rights-based concept of inclusive education that can respond to challenges of the changing demographics of 21st century schooling
Part of the book series: Inclusive Learning and Educational Equity (ILEE, volume 2)
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Table of contents (17 chapters)
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Front Matter
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Key Issues for Teacher Education
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Front Matter
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Teacher Education for Diversity
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Front Matter
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A Research Agenda for the Future
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Front Matter
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About this book
The book takes as its premise the argument that diverse learner groups are a fact of demographic change that should be considered foundational in the preparation of teachers rather than be problematized as a challenge. It promotes the idea of teacher education for inclusive education based on a consideration of what it means to educate all children together. Divided into four parts, the book considers key issues for teacher education, teacher agency, teacher education for diversity, and a research agenda for the future.
In today’s world, the demographic profile of students in schools is more complex than ever before, and the increasing cultural, linguistic and developmental diversity of today’s classrooms, along with the pressure to achieve high academic standards for everybody has significant implications for how classroom teachers should be prepared to meet these demands. This book advances a new understanding of inclusive education that addresses the limitations inherent in current approaches that problematize differences between learner groups by promoting a view of difference as an aspect of human individuality. It considers the implications of the research evidence underpinning teacher education for diversity and makes suggestions for future research in the field.
Keywords
- reform in teacher education
- dissatisfaction in student performance
- students from ethnic minorities
- teacher development
- teacher identity and competence
- university-based teacher education
- student-teacher relationships and interactions
- teacher agency for social justice
- teacher agency
- teacher competence
- teacher education policy
- disability studies
Reviews
Editors and Affiliations
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University of Edinburgh, Moray House School of Education University of Edinburgh, Edinburgh, United Kingdom
Lani Florian, Nataša Pantić
Bibliographic Information
Book Title: Teacher Education for the Changing Demographics of Schooling
Book Subtitle: Issues for Research and Practice
Editors: Lani Florian, Nataša Pantić
Series Title: Inclusive Learning and Educational Equity
DOI: https://doi.org/10.1007/978-3-319-54389-5
Publisher: Springer Cham
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2017
Hardcover ISBN: 978-3-319-54388-8Published: 21 April 2017
Softcover ISBN: 978-3-319-85382-6Published: 08 August 2018
eBook ISBN: 978-3-319-54389-5Published: 09 April 2017
Series ISSN: 2512-1499
Series E-ISSN: 2512-1510
Edition Number: 1
Number of Pages: VIII, 241
Number of Illustrations: 10 b/w illustrations
Topics: Education Policy, Disability Studies, Social Structure, Social Inequality, Sociology of Education