One of the most important dimensions of the implementation of Universal Primary Education programs in UK and other European countries is the broadening of access to education for disadvantaged groups. The adequate provision of universal basic education to all children irrespective of social class, gender, ethnicity, religion or region depends largely on the teachers…
Laudable as these efforts are, they are yet to address the issue of teacher preparation, particularly pre-service training programs, which initially prepare teachers for teaching in primary and secondary schools. Despite the importance of initial teacher preparation in shaping the teachers' attitudes towards teaching and providing the requisite 'tools for the job' in the form of knowledge of subject matter and pedagogical skills, it is surprising that The SEN curriculum of teacher SEN has not received adequate attention from policy makers and development partners.
However, the tendency to take the teacher SEN curriculum for granted and the assumption that it is suitable and appropriate to all students' and classroom realities need to be questioned. Questions should be raised with regard to the extent to which The SEN curriculum adequately prepares teachers for the realities and expectations not only of mainstream schools but also of schools for minority students.
Pedagogy - the skill and knowledge of schooling and learning - that lets an educator to frequently improve and adjust his/her practice in order to constantly and successfully help student's master content and skills. (Feiman-Nemser, 2000).
Diversity- pertains to the amalgamation of students from different cultures/ethnic/religious etc in the same classroom. Diversity is a very common aspect of primary classrooms in UK due to the multi-cultural aspect of UK.
Plurality- refers to the majority of children in the classroom from one culture/group or ethnicity.
Key stage two (primary) children learning is of strategic importance for both their future and that of the nation. Key stage 2 (primary) teachers must be prepared with the knowledge, skills, values and techniques to interact successfully with children, parents, colleagues, administrators, and others who affect children's lives. They must adapt to the interests, learning styles and needs of individual children in a complex, rapidly changing and culturally diverse society. (Garet, Porter, Desimone, Birman, Yoon, 2001)
That's why teaching is a changing process for which key stage 2 (primary) teachers must be prepared. The Core Knowledge Foundation has found that a significant majority of teachers lack basic knowledge and skills needed for effective teaching in even the earliest grades. McRobbie (2000) notes that well over half of teachers get less than a day's worth of professional development annually, in contrast to teachers in other countries who engage in professional development for 10-20 hours a week. Hilliard (2000, p. 29-31), in claiming that a critical problem exists with traditional professional development activities, calls for fundamental change in how such activities are implemented.
Research suggests that preserves teachers often resist new knowledge that challenges their experiences with regard to the realities of race, class, gender, sexual orientation, and ability within the classroom and society (Pattnaik & Vold, 2001). Moreover, research highlights that predominantly white preserves teachers are typically unaware of their own racial identity (Powell, 2000). In addition, many preserves teachers tend to cling to and defend discourses that privilege those of ...
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People normally consider that equality is an objective of a political programme. On the other hand, it is a general component of every society and there are things for which all people are equal, In democratic societies, equality concerns the equal to the right to access legal as well as other rights.
There are many tools in the curriculum mapping arsenal that are helpful to educators and can be used in social studies programs in middle school. The University of Connecticut (2011) offers a number of arguments for curriculum mapping. First: Curriculum mapping is done top-down whereas the teaching of the curriculum itself is done bottom-up.
A standard curriculum should contain both academics and extra-cariculla guidelines. The constitution require that the public should be involved when amending an existing curriculum or forming a new one. Introduction Newton County School System, just like any other counties’ learning system, has to establish a working curriculum to guide instructors together with the learners.
This paper discusses the context of developing a curriculum in high school where all the individuals regardless of their gender, race, able or disabled are included and their output valued. This essay defines and discusses in broad the issues surrounding the different types of culture in the high school.
Diversity entails respect and acceptance of the individual differences. Accordiong to Bazron, Dennis and Isaacs (1989), cultural competence is the process that allows individuals, systems and institutions to respond effectively and respectively to individuals regardless of culture, language, class, race, ethnic background, religion, sexual orientation or gender (Marx & Byrnes, 2012).
Educators design curriculum to help them set learning paths for their students. Originally, education was meant for man to be better (Johnson, 2007). Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
This analysis will be conducted with reference to various subjects as illustrated below. (Vignoles and Machin, 2004)
Purposes of education differ from individual to individual. Consequently, one can divide these schools of thought into six distinct categories as seen in the late eighties.
This choice is not that much for the rural area students as that of their urban counter parts.
The secondary education known as Junior Cycle starts on the foundation received at primary level and ends with attaining certificate known as Junior Certificate Examination.
According to the paper the limitations of current National Curriculum provision, from a 'quality' perspective which incorporates public recognition of cultural and linguistic diversity, entitlement to language maintenance/development/certification and a multilingual dimension to KAL for all pupils, should be obvious. The present National Curriculum provision is far from offering 'quality', in terms of any additive definition of 'equal opportunity', to our bilingual pupils.
Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
Mark Smith (1996) is one of the theorists who studied various definitions of curriculum as described by
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