1. Diversity and Inclusion in Teacher Education Toril Fiva Department of Higher Education and Annbjørg Rimeslåtten Department of Education and Training

2. 2 Norwegian Ministry of Education and Research International projects with focus related to that of TI4E OECD Project: Teacher Education for Diversity 2008-> EUs School Policy, Working group on the professional development of teachers

3. 3 Norwegian Ministry of Education and Research Teacher Education for Diversity OECD 2008 Classroom diversity is increasing in all OECD countries How are teachers being prepared for the increasing diversity of their classrooms? Focus on: –Pre-Service Teacher Education –In-Service Teacher Education –Training for Teacher Educators

4. 4 Norwegian Ministry of Education and Research Teacher Education for Diversity (continued) Aim1: –Which teaching and education strategies have proven effectiveness ? –Building on Teaching and Learning International Survey (TALIS) Publication 2010 : Educating Teachers for Diversity: Meeting the ChallengeEducating Teachers for Diversity: Meeting the Challenge Teacher Education for Diversity: Voices from the field (report on case study analyses)Publication [forthcoming]: Teacher Education for Diversity: Voices from the field (report on case study analyses)

5. 5 Norwegian Ministry of Education and Research Teacher Education for Diversity (continued) Aim2: –To develop toolkits –How can teachers be equipped and supported to effectively teach increasingly diverse classrooms? The Toolkit is aimed primarily at practicing teachers but may also be of interest to: –Student teachers –Teacher educators –School leaders www.oecd.org/edu/ted/toolkit Open access!

6. 6 Norwegian Ministry of Education and Research OECD: Educating theTeacher Educators very few teacher educators receive formal training in how to teach their student teachers. Recommendation from the OECD project: Increase focus on the education of teacher educators, both broadly and for diversity in particular, in order to increase evidence of how they are prepared and how they in turn prepare student teachers and teachers (288- 289).

7. 7 Norwegian Ministry of Education and Research OECD: Educating theTeacher Educators Questions for discussion: Should there be a set of standards /competencies for teacher educators… in regards to diversity issues? What elements (or combination of elements) work best to prepare teacher educators (and thus student teachers) for diversity issues? How can one successfully integrate diversity issues into the curriculum? What is the best way to support teacher educators through ongoing professional development, including research and self-study, for diversity issues?