Abstract

How a university provider worked in collaboration with partner schools to develop new approaches to ‘Teaching for Diversity’

In the new policy environment schools will have to take increasing responsibility for initial teacher training. Some have interpreted this as a threat to university providers (HEIs). However, the future need not involve an either/or approach.

’Teaching for Diversity’, explored understandings of what diversity means in schools and how it can impact on teachers’ practice and pupil development. It contrasted ‘strand based’ approaches to diversity with broader understandings relating to pupils’ life stories.

The approach was co-constructed by schools and the HEI (Canterbury Christ Church University) and each brought different strengths to the table. The project offers lessons on how schools and universities can work in partnership to deliver outstanding teacher training.

1. What is “Learning to Teach in Diverse settings?”
2. How can schools and universities collaborate to deliver outstanding Initial Teacher Education (ITE)?
3. What lessons can we learn as we move to an increasingly school based system of ITE ?

1. Anyone interested in diversity in education
2. Anyone interested in policy changes relating to Initial Teacher Education and new school-based/school-centred models
3. Trainee teachers trying to understand how diversity impacts on your practice
4. Trainee teachers seeking evidence for QTS standards 18, 19 and 25a

Talk initially delivered at BERA 2011 loic.menzies@lkmconsulting.co.uk http://lkmconsulting.co.uk/