Picture map of Europe with pins indicating European capital cities

Open Access research with a European policy impact...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by Strathclyde researchers, including by researchers from the European Policies Research Centre (EPRC).

EPRC is a leading institute in Europe for comparative research on public policy, with a particular focus on regional development policies. Spanning 30 European countries, EPRC research programmes have a strong emphasis on applied research and knowledge exchange, including the provision of policy advice to EU institutions and national and sub-national government authorities throughout Europe.

Explore research outputs by the European Policies Research Centre...

Who are the teachers and who are the learners? teacher education for culturally responsive pedagogy

Smyth, Geraldine (2013) Who are the teachers and who are the learners? teacher education for culturally responsive pedagogy. In: Preparing teachers for the 21st century. Springer, Berlin. (In Press)

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

The focus of this chapter is a response to the publication of Teaching Scotland’s Future (Scottish Government, 2011) a review into teacher education in Scotland. The report confirmed the importance of maintaining teacher education in universities, recognised the career long nature of teacher education, urged greater partnership between universities and schools and recommended that pre-service teacher education became more widely focused than the current pedagogical content. The Scottish Government subsequently endorsed the recommendations of the report (Scottish Government, 2011) and changes in the nature of teacher education at all levels are currently underway. Neither the report nor the government response made mention of what ‘Scotland’s Future’ might look like and the author argues that teaching in this future will need to evolve to be more responsive to linguistic and cultural diversity in the schools of Scotland.