Issues of cultural diversity, migration, and displacement in teacher education programmes
D ’ Addio, Anna C.
Smith, William C.
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eaching in a context of cultural diversity requires specific competencies to impart common fundamental values, communicate effectively with families and students, take an active stand against all forms of discrimination, and conduct psychosocial interventions. In particular this article aims to identify the main topics that are covered and methods used in the training courses (practical vs theoretical approach). The current work focuses on teacher training programmes in five main categories capturing different aspects of cultural diversity, migration and displacement. Among them are: cross-cultural knowledge, sensitivity and awareness of different cultures, intercultural and professional communication skills, culturally responsive pedagogic approaches and psychosocial interventions. Key examples of teacher training programmes in these categories are discussed and recommendations are proposed in orderto improve the quality of teacher education and ultimately improve the inclusion and academic success of displaced students and those from a migrant background.The following sections examine the role of teachers, particularly in culturally diverse settings. Next, the analysis focuses on each of the five main categories of teacher training for cultural diversity. The paper examines if there is a difference in teachers’ training courses on offer in low and high-immigration countries respectively. In order to provide better understanding of the content of the courses the paper then presents a few case studies of programmes offered across different countries.