This paper explores the main challenges in teacher education for diversity:
the dominant regimes of truth in society that reinforce existing
stereotypes/prejudices, the gap between pre-service and in-service teacher
education and professional development, the fragmentation of teacher
education system, the competences of teacher educators and lack of research
and research-based practice when it comes to education for diversity. The
paper discusses the impacts of these challenges on teacher professional role
as well as the support needed to overcome some of them. The changes need to
be made in two domains: the teacher education curriculum that should reflect
the idea of teachers as autonomous professionals who initiate and create
their own practice, and the education system that needs to support and
encourage the autonomy and initiative of teachers and in which teachers could
be visible as active participants/leaders in the process of change.
The main challenges in teacher education for diversity