PDF - Policies and practices for teaching sociocultural diversity - A framework of teacher competences for engaging with diversity (2010)

Part I: The development of competences for dealing with sociocultural diversity and inclusion in education - Process and outcomes

Chapter 1: The Council of Europe project on Policies and Practices for Teaching Sociocultural Diversity
1.1 Introduction
1.2 Teacher education: a priority for Council of Europe intergovernmental co-operation in the field of education
1.3 The project and its objectives (2006-09)
1.3.1 First phase (2006-07)
1.3.2 Second phase (2007-08)
1.3.3 Third phase (2008-09)
1.4 Sociocultural diversity

Chapter 2: The consultation tables
2.1 Introduction
2.2 The consultation tables method
2.3 The consultation table reports
2.3.1 Consultation Table 1: Austria
2.3.1.1 Main topic and context
2.3.1.2 Participants
2.3.1.3 Outcomes
2.3.2 Consultation Table 2: Cyprus
2.3.2.1 Main topic and context
2.3.2.2 Participants
2.3.2.3 Outcomes
2.3.3 Consultation Table 3: Bulgaria
2.3.3.1 Main topic and context
2.3.3.2 Participants
2.3.3.3 Outcomes
2.3.4 Consultation Table 4: Estonia
2.3.4.1 Main topic and context
2.3.4.2 Participants
2.3.4.3 Outcomes

Chapter 3: Learning through the consultation tables
3.1 Learning by the project team
3.1.1 Identity, ethnicity and language
3.1.2 Teacher education contexts
3.1.3 Integration, inclusion and exclusion
3.2 Learning by the participants

Chapter 4: Key competences for diversity
4.1 Introduction
4.2 The concept and context of competence
4.3 The rationale for the competence approach
4.4 Outline of the competence framework
4.5 Competence areas
4.5.1 First cluster of competences: knowledge and understanding
4.5.2 Second cluster of competences: communication and relationships
4.5.3 Third cluster of competences: management and teaching
4.6 Taking the competences forward

Chapter 5: Recommendations
5.1 Introduction
5.2 Knowledge and understanding
5.3 Communication and relationships
5.4 Management and teaching

References

Part II: The competences in action

Chapter 6: Examples of practice
6.1 Introduction
6.2 Index of examples of practice
1. Language biographical methods research and education - Austria
2. Teaching minority languages in Burgenland - Austria
3. Implementation of zones of educational priority - Cyprus
4. Debating collective memory and culture - Cyprus
5. Students in thick interpretation of ethnic borders - Cyprus
6. Deconstructing TV representations - Cyprus
7. Enhancing diversity in Estonian teacher education - Estonia
8. Improvement of study practice and the mentoring system of newly qualified teachers in Lithuania
9. SCHOLION -A learning platform in teacher education - Austria
10. Teacher education for ethnocultural diversity at Sofia University - Bulgaria
11. Teacher education for ethnocultural diversity at Shumen University- Bulgaria
12. Trio -An entirely original concept - Austria
13. Do we need changes in our teacher education? - Estonia
14. NQTNE Network - Estonia

Chapter 7: Research papers
7.1.