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Catalogue
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- Comité des Ministres
- Assemblée parlementaire
- Congrès
- Droits de l'homme
- Droits de l'homme et démocratie
- Droit des enfants et droit de la famille
- Les institutions démocratiques en action
- Minorités
- Dossiers sur les droits de l'homme
- Charte sociale européenne
- Cahiers de la Charte Sociale
- Egalité entre femmes et hommes
- Cour européenne des droits de l'homme
- Commissaire aux droits de l'homme
- Commission européenne des droits de l'homme
- Droit
- Santé
- Société
- Environnement
- Démocratie locale et régionale
- Education
- Langues
- Jeunesse
- Culture
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- Questions européennes
- Comité des Ministres
PDF - Policies and practices for teaching sociocultural diversity - Diversity and inclusion: challenges for teacher education (2010)
This fourth and final volume of the series of publications from the Council of Europe project Policies and Practices for Teaching Sociocultural Diversity (2006-09) includes case studies presented at the final conference held in Oslo (Norway) from 26 to 28 October 2009.These concrete examples illustrate the conditions of implementation and adaptation to national contexts of the "Framework of teacher competences for engaging with diversity", which is one of the final products of the project. The competences, which break down into three main groups, namely "Knowledge and Understanding", "Communication and Relationships" and "Management and Teaching", encourage future teachers to reflect on and identify their own personal positions, in various environments, in order to develop a clearer sense of their ethnic and cultural identities and to examine their attitudes vis-à-vis different groups of students.
Authors
Foreword
The democratic management of diversity through education as a political aim of the Council of Europe and its member states
Diversity and inclusion - Challenges for teacher education
The complexity of diversity - Challenges for teacher education
Working with diversity in transnational contexts
Looking back, moving forward: the Council of Europe project on Policies and Practices for Teaching Sociocultural Diversity (2006-09) - Main results and lessons learnt
Case studies
First cluster of competences - Knowledge and understanding
Teaching history for reconciliation and tolerance in conflict and post-conflict situations
Framework of Reference for Pluralistic Approaches (FREPA) to languages and cultures - A tool for dealing with diversity in schools
Quality of education from the perspective of diversity
Second cluster of competences - Communication and relationships
Constructing social problem categories - Children of the Second World War in post-war Norway and Germany
Diversity education and inclusion as the responsibility of a whole school - Innovative concepts and developments in German teacher education and school systems
Key challenges for Roma education
Third cluster of competences - Management and teaching
The European Portfolio for Student Teachers of Languages in the promotion of diversity and inclusion
Social stratification in the classroom: challenges for teachers
Teaching history using sources in multicultural classes
Appendix: The Framework of Teacher Competences for Engaging with Diversity
Télécharger un extrait (1000)
978-92-871-6852-8 extracts
PDF - Policies and practices for teaching sociocultural diversity - Diversity and inclusion: challenges for teacher education
This fourth and final volume of the series of publications from the Council of Europe project Policies and Practices for Teaching Sociocultural Diversity (2006-09) includes case studies presented at the final conference held in Oslo (Norway) from 26 to 28 October 2009.These concrete examples illustrate the conditions of implementation and adaptation to national contexts of the "Framework of teacher competences for engaging with diversity", which is one of the final products of the project. The competences, which break down into three main groups, namely "Knowledge and Understanding", "Communication and Relationships" and "Management and Teaching", encourage future teachers to reflect on and identify their own personal positions, in various environments, in order to develop a clearer sense of their ethnic and cultural identities and to examine their attitudes vis-à-vis different groups of students.
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