Building Capacity for Inclusive Teaching: Policies and Practices to Prepare All Teachers for Diversity and Inclusion. OECD Education Working Papers. No. 256

Autor/in	Brussino, Ottavia
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Building Capacity for Inclusive Teaching: Policies and Practices to Prepare All Teachers for Diversity and Inclusion. OECD Education Working Papers. No. 256
Quelle	(2021), (125 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
DOI	10.1787/57fe6a38-en
Schlagwörter	Student Diversity; Inclusion; Educational Policy; Educational Practices; Capacity Building; Teacher Competencies; Teaching Methods; Teacher Recruitment; Teacher Persistence; Lifelong Learning; Well Being; Teaching Conditions; Teacher Evaluation; Curriculum; Student Evaluation; Teaching Skills; Classroom Techniques; Foreign Countries; Diversity (Faculty); Equal Education; Barriers; Preservice Teacher Education; Faculty Development; Preschool Education; Elementary Secondary Education; Postsecondary Education; Latin America; Europe; Asia; North America; Australia; New Zealand; Teaching and Learning International Survey (NCES); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Inklusion; Politics of education; Bildungspolitik; Bildungspraxis; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrekrutierung; Life-long learning; Lebenslanges Lernen; Well-being; Wellness; Wohlbefinden; Lehrbedingungen; Unterrichtsbedingungen; Teacher appraisal; Lehrerbeurteilung; Curricula; Lehrplan; Rahmenplan; Schulnote; Studentische Bewertung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung; Ausland; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Vorschulerziehung; Post-secondary education; Tertiäre Bildung; Lateinamerika; Europa; Asien; Nordamerika; Australien; Neuseeland
Abstract	Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01