Abstract
The focus of this chapter is a response to the publication of Teaching Scotland’s Future (Scottish Government 2011a) a review into teacher education in Scotland. The author argues that teaching in this future will need to evolve to be more responsive to linguistic and cultural diversity in the schools of Scotland. This chapter draws specifically from the Scottish experience to consider what teacher education for diverse classrooms might consist of. The chapter incorporates data from three research projects conducted by the author in Scottish Schools in the twenty-first century to investigate the implications of this situation regarding teacher demography and teacher education in Scotland and the education of culturally and linguistically diverse pupils. The author argues for a greater exposure to and understanding of diversity throughout the pre service and inservice education of teachers.
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Notes
- 1.
Curriculum for Excellence: see http://www.ltscotland.org.uk/understandingthecurriculum/whatiscurriculumforexcellence/index.asp.
- 2.
DCSF: Department for Children, Schools and Families.
- 3.
This will change to a BA in Education in some universities from 2013.
- 4.
RITeS: Refugees into Teaching in Scotland.
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Smyth, G. (2013). Who Are the Teachers and Who Are the Learners? Teacher Education for Culturally Responsive Pedagogy. In: Zhu, X., Zeichner, K. (eds) Preparing Teachers for the 21st Century. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-36970-4_18
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