Teacher education and teaching for diversity: a call to action

References

• Archer, M. (2012). The reflexive imperative in late modernity. Cambridge: Cambridge University Press.
   Google Scholar
• Azano, A. P., & Stewart, T. T. (2016). Confronting challenges at the intersection of rurality, place, and teacher preparation: Improving efforts in teacher education to staff rural schools. Global Education Review, 3(1), 108–128.
   Google Scholar
• Bannister-Tyrrell, M. L., Mavropoulou, S., Jones, M., Bailey, J., O’Donnell-Ostini, A., & Dorji, R. (2018). Initial teacher preparation for teaching students with exceptionalities: Pre-service teachers’ knowledge and perceived competence. Australian Journal of Teacher Education, 43(6), 16–34.
   Web of Science ®Google Scholar
• Barr, S., & Askell-Williams, H. (2020). Upgrading professional learning communities to enhance teachers’ epistemic reflexivity about self-regulated learning. In J. Fox, C. Alexander, & T. Aspland (Eds.), Teacher education in globalised times (pp. 349–366). Singapore: Springer.
   Google Scholar
• Berta-Avila, M. I., & William-White, L. (2010). A conscious agenda for cultivating future teachers’ equity and social justice paradigms. Teacher Education & Practice, 23, 399–425.
   Google Scholar
• Bourke, T., Lunn Brownlee, J., Rowan, L., Walker, S., & Churchward, P. (2019). Seeking a reflexive space for teaching to and about diversity: Emergent properties of enablement and constraint for teacher educators. Teachers and Teaching: Theory and Practice. doi:https://doi.org/10.1080/13540602.2018.1542298
   Google Scholar
• Bourke, T., Ryan, M., & Lloyd, M. (2016). The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education., 53(1), 1–9.
   Google Scholar
• Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., & Hobbs-Johnson, A. (with Brown, S., DaCosta, P., Hales, A., Kuehn, L., Sohn, J., & Steffensen, K.). (2016). The state of educators’ professional learning in Canada. Oxford, OH: Learning Forward.
   Google Scholar
• Cardona-Moltó, M.-C., Tichá, R., & Abery, B. (2018). Education for diversity in initial teacher preparation programmes: A comparative international study. Journal of E- Learning & Knowledge Society, 14(2), 79–95.
   Web of Science ®Google Scholar
• Chinn, C. A., Rinehart, R. W., & Buckland, L. A. (2014). Epistemic cognition & evaluating information: Applying the AIR model of epistemic cognition. In D. Rapp & J. Braasch (Eds.), Processing inaccurate information: Theoretical & applied perspectives from cognitive science & the educational sciences (pp. 425–453). Cambridge, MA: MIT Press.
   Google Scholar
• Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141–167.
   Web of Science ®Google Scholar
• Cipollone, K., Zygmunt, E., & Tancock, S. (2018). ‘A Paradigm of Possibility’: Community mentors and teacher preparation. Policy Futures in Education, 16(6), 709–728.
   Web of Science ®Google Scholar
• Cochran-Smith, M., Carney, M. C., Keefe, E. S., Burton, S., Chang, W., Fernandez, M. B., … Baker, M. (2018). Reclaiming accountability in teacher education. New York, NY: Teachers College Press.
   Google Scholar
• Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, Part II. Journal of Teacher Education, 66(2), 109–121.
   Web of Science ®Google Scholar
• Colon-Muniz, A., Brady, J., & SooHoo, S. (2010). What do graduates say about multicultural teacher education? Issues in Teacher Education, 19(1), 85–108.
   Google Scholar
• D’Haem, J., & Griswold, P. (2017). Teacher educators’ and student teachers’ beliefs about preparation for working with families including those from diverse socioeconomic and cultural backgrounds. Education and Urban Society, 49(1), 81–109.
   Web of Science ®Google Scholar
• Dixon-Woods, M. (2016). Systematic reviews and qualitative studies. In D. Silverman (Ed.), Qualitative research (4th ed., pp. 379–394). London, UK: SAGE.
   Google Scholar
• Evans-Winters, V. E., & Twyman Hoff, P. (2011). The aesthetics of white racism in pre-service teacher education: A critical race theory perspective. Race, Ethnicity & Education, 14(4), 461–479.
   Web of Science ®Google Scholar
• Gilham, C. M., & Tompkins, J. (2016). Inclusion reconceptualized: Pre-service teacher education and disability studies in education. Canadian Journal of Education, 39(4), 1–25.
   Google Scholar
• Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). Handbook of epistemic cognition. Routledge.
   Google Scholar
• Hofer, B. K. (2016). Epistemic cognition as a psychological construct: advancements and challenges. In J.A. Greene. W.A. Sandoval, & I. Bråten (Eds.). Handbook of epistemic cognition (pp. 19–38). New York, NY: Routledge.
   Google Scholar
• Keddie, A. (2012). Education for diversity and social justice. New York, NY: Routledge.
   Google Scholar
• Loughran, J., & Menter, I. (2019). The essence of being a teacher educator and why it matters. Asia Pacific Journal of Teacher Education, 47(3), 216–229.
   Web of Science ®Google Scholar
• Lunn Brownlee, J., Ferguson, L., & Ryan, M. (2017). Changing teachers’ epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242–252.
   Web of Science ®Google Scholar
• Lunn Brownlee, J., Rowan, L., Ryan, M., Walker, S., Bourke, T., & Churchward, P. (2019). Researching teacher educators’ preparedness to teach to and about diversity: Investigating epistemic reflexivity as a new conceptual framework. Asia Pacific Journal of Teacher Education, 47(3), 230–250.
   Web of Science ®Google Scholar
• Lynskey, A. C. (2015). Countering the dominant narrative: In defense of critical coursework. Educational Foundations, 28(1), 73–86.
   Google Scholar
• Mayer, D., Dixon, M., Kline, J., Kostogriz, A., Moss, J., Rowan, L., … White, S. (2017). Studying the effectiveness of teacher education: Early career teachers in diverse settings. Singapore: Springer.
   Google Scholar
• McKenzie, F. (2015). The system shift initiative: The story of a social lab seeking better outcomes for Australian children: Australian Futures Project.
   Google Scholar
• Miller, S. J. (2018). Reframing schooling to liberate gender identity. Multicultural Perspectives, 20(2), 70–80.
   Web of Science ®Google Scholar
• Naraian, S. (2014). Agency in real time? Situating teachers’ efforts toward inclusion in the context of local and enduring struggles. Teachers College Record, 116(6), 1–38.
   Web of Science ®Google Scholar
• Naraian, S., & Schlessinger, S. (2017). When theory meets the ‘reality of reality’: Reviewing the sufficiency of the social model of disability as a foundation for teacher preparation for inclusive education. Teacher Education Quarterly, 44(1), 81–100.
   Google Scholar
• Pecek, M., Macura-Milovanovic, S., & Vujisic-Živkovic, N. (2014). The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia–Case studies. Journal of Education for Teaching: International Research and Pedagogy, 40(4), 359–376.
   Web of Science ®Google Scholar
• Pimentel, C. (2010). Critical race talk in teacher education through movie analysis: From ‘Stand and Deliver’ to ‘Freedom Writers’. Multicultural Education, 17(3), 51–56.
   Google Scholar
• Rowan, L. (2018). Student diversity, education and social justice. In J. Allen & S. White (Eds.), Learning to teach in a new era (pp. pp. 243–247). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Rowan, L., Bourke, T., Lunn-Brownlee, J., Ryan, M., Walker, S., & L’Estrange, L. (2020). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools: A systematic review of literature. Review of Educational Research. doi:https://doi.org/10.3102/0034654320979171
   Google Scholar
• Rowan, L., Kline, J., & Mayer, D. (2017). Early career teachers’ perceptions of their preparedness to teach ‘Diverse Learners’: Insights from an australian research project. Australian Journal of Teacher Education, 42(10). doi:https://doi.org/10.14221/ajte.2017v42n10.5
   Web of Science ®Google Scholar
• Ryan, M., Bourke, T., Lunn, J., Rowan, L., Walker, S. & Churchward, P. (2019). Seeking a reflexive space for teaching to and about diversity: Emergent properties of enablement and constraint for teacher educators. Teachers and Teaching: Theory and Practice. doi:https://doi.org/10.1080/13540602.2018.1542298
   Google Scholar
• Sleeter, C. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 559–582). New York, NY: Routledge.
   Google Scholar
• Smolen, L. A., Colville-Hall, S., Liang, X., & MacDonald, S. (2005). An empirical study of college of education faculty’s perceptions, beliefs, and commitment to the teaching of diversity in teacher education programs at four urban universities. The Urban Review, 31(1), 45–61.
   Google Scholar
• Tack, H., & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition. British Journal of Educational Studies., 62(3), 297–315.
   Web of Science ®Google Scholar
• Vanassche, E., & Kelchtermans, G. (2014). Teacher educators’ professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117–127.
   Web of Science ®Google Scholar
• Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2017). Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review. Teaching and Teacher Education., 64(3), 230–245.
   Google Scholar