Curriculum and Diversity Essay Example | Topics and Well Written Essays - 2000 words

Curriculum and Diversity - Essay ExampleLaudable as these efforts are, they are yet to address the issue of instructor preparation, particularly pre-service training programs, which initially prepare teachers for teach in primary and secondary schools. Despite the importance of initial teacher preparation in regulate the teachers attitudes towards pedagogics and providing the requisite tools for the job in the form of intimacy of subject matter and pedagogical skills, it is surprising that The SEN computer programme of teacher SEN has not received adequate attention from policy makers and development partners.However, the consortency 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 nonage students.Pedagogy - the skill and knowledge of schooling and schooling - that lets an educator to frequently improve and adjust his/her invest in order to constantly and successfully help students master content and skills. (Feiman-Nemser, 2000).Diversity- pertains to the amalgamation of students from different cultures/ heathenish/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. advert 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 childrens lives. They must adapt to the interests, learning styles and needs of ind ividual children in a complex, rapidly changing and culturally diverse society. (Garet, Porter, Desimone, Birman, Yoon, 2001) Thats why teaching is a changing process for which key stage 2 (primary) teachers must be prepared. The Core fellowship Foundation has found that a significant majority of teachers lack basic knowledge and skills needed for effectual teaching in even the earliest grades. McRobbie (2000) notes that well over half of teachers get less than a days worth of schoolmaster 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 inherent change in how such activities are implemented.Research suggests that conserve teachers often resist new knowledge that challenges their experiences with regard to the realities of race, class, gender, sexual orientation, and a bility 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