Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions?
Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators' views on knowledge about diversity a...
Gespeichert in:
| Veröffentlicht in: | Asia-Pacific journal of teacher education 2023-01, Vol.51 (1), p.28-44 |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 44 |
|---|---|
| container_issue | 1 |
| container_start_page | 28 |
| container_title | Asia-Pacific journal of teacher education |
| container_volume | 51 |
| creator | Bourke, Terri Ryan, Mary Rowan, Leonie Lunn Brownlee, Joanne Walker, Susan L'Estrange, Lyra |
| description | Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators' views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching about and to diversity, rather than teaching for diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today's diverse classrooms. |
| doi_str_mv | 10.1080/1359866X.2022.2119369 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2771807408</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1378815</ericid><informt_id>10.3316/aeipt.233786</informt_id><sourcerecordid>2771807408</sourcerecordid><originalsourceid>FETCH-LOGICAL-c415t-b6ce2ccdb69b44c49af937e7de864e80f681d721a891d0fa714bb0db645d0f1a3</originalsourceid><addsrcrecordid>eNp9kM1u1DAUhSMEEqXwCJUssegqg_9iOyxoq6q0oEpsisTOcuybGZfUHmwPo3l7HDJ0ycr2Pd851zpNc0bwimCFPxDW9UqIHyuKKV1RQnom-hfNCeGib2nPu5f1Xpl2hl43b3J-xJhiSdVJYx_A2A0kBG5nTYkpn6OfIe4ncGtAZoi7gpz_DSn7cviI9htTEAQzTJCRCQ7ZGHJJxoeMygZ8QmXO82GNHFiffZUv3javRjNleHc8T5vvn28eru_a-2-3X66v7lvLSVfaQVig1rpB9APnlvdm7JkE6UAJDgqPQhEnKTGqJw6PRhI-DLjivKtPYthp837J3ab4awe56Me4S6Gu1FRKorDkWFWqWyibYs4JRr1N_smkgyZYz33qf33quU997LP6zhYfJG-fPTdfCZNKka7qnxY9PfmiDfht0RlMshvtwxj_TmNaaxf9vIkxIo4UZTVC1IDLJWDBzT6myeliDlNMYzKh1qnZ___4B_4jnjk</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2771807408</pqid></control><display><type>article</type><title>Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions?</title><source>Education Source</source><creator>Bourke, Terri ; Ryan, Mary ; Rowan, Leonie ; Lunn Brownlee, Joanne ; Walker, Susan ; L'Estrange, Lyra</creator><creatorcontrib>Bourke, Terri ; Ryan, Mary ; Rowan, Leonie ; Lunn Brownlee, Joanne ; Walker, Susan ; L'Estrange, Lyra</creatorcontrib><description>Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators' views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching about and to diversity, rather than teaching for diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today's diverse classrooms.</description><identifier>ISSN: 1359-866X</identifier><identifier>EISSN: 1469-2945</identifier><identifier>DOI: 10.1080/1359866X.2022.2119369</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Children ; Data analysis ; Decision Making ; Disadvantaged ; discourse ; Diversity ; Diversity (Student) ; Foreign Countries ; Higher education ; Inclusive education ; initial teacher education ; Initial Teacher Education (ITE) ; knowledge ; Knowledge level ; Literature reviews ; Multicultural education ; Preservice teacher education ; Preservice Teachers ; Primary secondary education ; reflexivity ; Social inclusion ; Student teachers ; Teacher attitudes ; Teacher education ; Teacher Educators ; Teaching ; Teaching methods</subject><ispartof>Asia-Pacific journal of teacher education, 2023-01, Vol.51 (1), p.28-44</ispartof><rights>2022 Australian Teacher Education Association 2022</rights><rights>2022 Australian Teacher Education Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c415t-b6ce2ccdb69b44c49af937e7de864e80f681d721a891d0fa714bb0db645d0f1a3</citedby><cites>FETCH-LOGICAL-c415t-b6ce2ccdb69b44c49af937e7de864e80f681d721a891d0fa714bb0db645d0f1a3</cites><orcidid>0000-0002-2433-4721</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1378815$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Bourke, Terri</creatorcontrib><creatorcontrib>Ryan, Mary</creatorcontrib><creatorcontrib>Rowan, Leonie</creatorcontrib><creatorcontrib>Lunn Brownlee, Joanne</creatorcontrib><creatorcontrib>Walker, Susan</creatorcontrib><creatorcontrib>L'Estrange, Lyra</creatorcontrib><title>Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions?</title><title>Asia-Pacific journal of teacher education</title><description>Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators' views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching about and to diversity, rather than teaching for diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today's diverse classrooms.</description><subject>Children</subject><subject>Data analysis</subject><subject>Decision Making</subject><subject>Disadvantaged</subject><subject>discourse</subject><subject>Diversity</subject><subject>Diversity (Student)</subject><subject>Foreign Countries</subject><subject>Higher education</subject><subject>Inclusive education</subject><subject>initial teacher education</subject><subject>Initial Teacher Education (ITE)</subject><subject>knowledge</subject><subject>Knowledge level</subject><subject>Literature reviews</subject><subject>Multicultural education</subject><subject>Preservice teacher education</subject><subject>Preservice Teachers</subject><subject>Primary secondary education</subject><subject>reflexivity</subject><subject>Social inclusion</subject><subject>Student teachers</subject><subject>Teacher attitudes</subject><subject>Teacher education</subject><subject>Teacher Educators</subject><subject>Teaching</subject><subject>Teaching methods</subject><issn>1359-866X</issn><issn>1469-2945</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><recordid>eNp9kM1u1DAUhSMEEqXwCJUssegqg_9iOyxoq6q0oEpsisTOcuybGZfUHmwPo3l7HDJ0ycr2Pd851zpNc0bwimCFPxDW9UqIHyuKKV1RQnom-hfNCeGib2nPu5f1Xpl2hl43b3J-xJhiSdVJYx_A2A0kBG5nTYkpn6OfIe4ncGtAZoi7gpz_DSn7cviI9htTEAQzTJCRCQ7ZGHJJxoeMygZ8QmXO82GNHFiffZUv3javRjNleHc8T5vvn28eru_a-2-3X66v7lvLSVfaQVig1rpB9APnlvdm7JkE6UAJDgqPQhEnKTGqJw6PRhI-DLjivKtPYthp837J3ab4awe56Me4S6Gu1FRKorDkWFWqWyibYs4JRr1N_smkgyZYz33qf33quU997LP6zhYfJG-fPTdfCZNKka7qnxY9PfmiDfht0RlMshvtwxj_TmNaaxf9vIkxIo4UZTVC1IDLJWDBzT6myeliDlNMYzKh1qnZ___4B_4jnjk</recordid><startdate>20230101</startdate><enddate>20230101</enddate><creator>Bourke, Terri</creator><creator>Ryan, Mary</creator><creator>Rowan, Leonie</creator><creator>Lunn Brownlee, Joanne</creator><creator>Walker, Susan</creator><creator>L'Estrange, Lyra</creator><general>Routledge</general><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-2433-4721</orcidid></search><sort><creationdate>20230101</creationdate><title>Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions?</title><author>Bourke, Terri ; Ryan, Mary ; Rowan, Leonie ; Lunn Brownlee, Joanne ; Walker, Susan ; L'Estrange, Lyra</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c415t-b6ce2ccdb69b44c49af937e7de864e80f681d721a891d0fa714bb0db645d0f1a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Children</topic><topic>Data analysis</topic><topic>Decision Making</topic><topic>Disadvantaged</topic><topic>discourse</topic><topic>Diversity</topic><topic>Diversity (Student)</topic><topic>Foreign Countries</topic><topic>Higher education</topic><topic>Inclusive education</topic><topic>initial teacher education</topic><topic>Initial Teacher Education (ITE)</topic><topic>knowledge</topic><topic>Knowledge level</topic><topic>Literature reviews</topic><topic>Multicultural education</topic><topic>Preservice teacher education</topic><topic>Preservice Teachers</topic><topic>Primary secondary education</topic><topic>reflexivity</topic><topic>Social inclusion</topic><topic>Student teachers</topic><topic>Teacher attitudes</topic><topic>Teacher education</topic><topic>Teacher Educators</topic><topic>Teaching</topic><topic>Teaching methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bourke, Terri</creatorcontrib><creatorcontrib>Ryan, Mary</creatorcontrib><creatorcontrib>Rowan, Leonie</creatorcontrib><creatorcontrib>Lunn Brownlee, Joanne</creatorcontrib><creatorcontrib>Walker, Susan</creatorcontrib><creatorcontrib>L'Estrange, Lyra</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Asia-Pacific journal of teacher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bourke, Terri</au><au>Ryan, Mary</au><au>Rowan, Leonie</au><au>Lunn Brownlee, Joanne</au><au>Walker, Susan</au><au>L'Estrange, Lyra</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1378815</ericid><atitle>Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions?</atitle><jtitle>Asia-Pacific journal of teacher education</jtitle><date>2023-01-01</date><risdate>2023</risdate><volume>51</volume><issue>1</issue><spage>28</spage><epage>44</epage><pages>28-44</pages><issn>1359-866X</issn><eissn>1469-2945</eissn><abstract>Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators' views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching about and to diversity, rather than teaching for diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today's diverse classrooms.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1080/1359866X.2022.2119369</doi><tpages>17</tpages><orcidid>https://orcid.org/0000-0002-2433-4721</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1359-866X |
| ispartof | Asia-Pacific journal of teacher education, 2023-01, Vol.51 (1), p.28-44 |
| issn | 1359-866X 1469-2945 |
| language | eng |
| recordid | cdi_proquest_journals_2771807408 |
| source | Education Source |
| subjects | Children Data analysis Decision Making Disadvantaged discourse Diversity Diversity (Student) Foreign Countries Higher education Inclusive education initial teacher education Initial Teacher Education (ITE) knowledge Knowledge level Literature reviews Multicultural education Preservice teacher education Preservice Teachers Primary secondary education reflexivity Social inclusion Student teachers Teacher attitudes Teacher education Teacher Educators Teaching Teaching methods |
| title | Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-27T08%3A03%3A04IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Teacher%20educators'%20knowledge%20about%20diversity:%20what%20enables%20and%20constrains%20their%20teaching%20decisions?&rft.jtitle=Asia-Pacific%20journal%20of%20teacher%20education&rft.au=Bourke,%20Terri&rft.date=2023-01-01&rft.volume=51&rft.issue=1&rft.spage=28&rft.epage=44&rft.pages=28-44&rft.issn=1359-866X&rft.eissn=1469-2945&rft_id=info:doi/10.1080/1359866X.2022.2119369&rft_dat=%3Cproquest_cross%3E2771807408%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2771807408&rft_id=info:pmid/&rft_ericid=EJ1378815&rft_informt_id=10.3316/aeipt.233786&rfr_iscdi=true |