How can Teacher Education and Training policies prepare teachers to teach effectively in culturally diverse settings?

20 May 2007 to 24 May 2007
Oslo, Norway

Peer Learning Cluster or other group

Teachers and Trainers

Background

The Norwegian Ministry of Education hosted the PLA in Oslo from 20 to 24 May 2007.

A number of Member States are experiencing significant levels of immigration for the first time; for others, it is a long-standing phenomenon.

It poses a number of challenges (and opportunities) to education systems.

The theme adopted by the PLA’s Preparatory Group was ‘How can Teacher Education and Training policies prepare teachers to teach effectively in culturally diverse settings?’

The members of the ‘Teachers and Trainers’ Peer Learning Cluster agreed that this PLA should in particular concentrate upon heterogeneity issues related to 'migration' and 'minorities' (as opposed, for example, to heterogeneity arising  from disability, special needs, gifted children, gender issues …). Mindsets, attitudes and discrimination were mentioned as examples of issues to consider. 

Description

The Commission circulated a background document before the event which provided the Euydice data on the intercultural approach in Teacher Education, and on migration and education, and summaries of some academic research into the theme.

Participants were asked to identify their countries' learning objectives before taking part.

The PLA focused on examples provided by Norway, compared and contrasted with examples from Cyprus, Germany and the Netherlands. Among others, the programme included presentation on the following items: 

Norway:

  •  National policy on multicultural education and teacher training
  •  Oslo Municipality's policy on multicultural education and Teacher Education
  •  The work of the National Centre for Multicultural Education (NAFO)
  •  Visits to an Oslo school
  •  What parents require of teachers in multicultural settings (National Parents’ Committee)

Germany:

Pilot project on Initial Teacher Education and support for students from the Turkish community

Netherlands:

Work by Utrecht University on integrating multicultural competences in teacher training programmes

Issues relating to the diversity of contexts, systems, schools and teacher education (policy, curricula and research) were pointed out.

Conclusions

The PLA succeeded in stimulating a range of conclusions focusing on the following core items:

  • A diversity of contexts;
  • School issues;
  • Teacher Education Policy;
  • Teacher Education curricula;
  • Teacher Education Research

Among other items raised, participants concluded that decision-making regarding cultural diversity at school will be more effective if:

  • policy makers are sensitised to the particular issues around cultural diversity in the classroom;
  • it draws upon the views of all actors (including social partners, parents' associations, etc.) from the earliest stages, so as to develop shared ownership;
  • it is built upon the latest findings from research (without using research results to 'label' children from minority groups).

Next steps

In its annex, the report of the PLA includes a series of questions which Cluster members may wish to consider in developing further their work to support schools as learning communities.

Knowledge System for Lifelong Learning