The complex of socio-cultural diversity – challenges for in-service teacher education

1. Regional Meeting Policies and Practices for the Preparation of Teachers for Inclusive Education in Contexts of Social and Cultural DiversityResearch and Actions European Training Foundation Torino, December 8th 2009 The complex of socio-cultural diversity – challenges for in-service teacher education Jón Torfi Jónasson jtj@hi.ishttp://www.hi.is/~jtj/ School of Education, University of Iceland

2. A serious question: Don’t we know this already? Yes, but … Jón Torfi Jónasson - Torino - Dec 2009

3. Underlying perspectives and developments Different and changing notions of what education is about • for the economy, for society, for the person, for the next rung in the educational ladder Ranking of schools, national and international comparisons Increased emphasis on • accountability • inclusion, both from the vantage points of special education and multiculturalism • democracy, citizenship, equality, self-sustainability, globalization • generic skills and competence for the 21st century Enhanced understanding of schools as social organizations Jón Torfi Jónasson - Torino - Dec 2009

4. These developments call attention to changed emphasis? Gradual but important change of educational goals and operations, highlighting • The affective, ethical and social goals of education • Paradoxes or inherent contradictions, which in turn direct attention to the inherent complexity of the educational task All of which is demonstrated particularly clearly in the notion of inclusive education, or the complex of socio-cultural diversity Jón Torfi Jónasson - Torino - Dec 2009

5. The notion, idea or policy of inclusive education The idea of inclusive education is based on social principles, i.e. those of operating a harmonious and an egalitarian community, i.e. a community where each individual is respected, valued and treated, inter alia educated, as a person in a society. Thus, social concerns come before any didactic considerations, such as those emphasizing individualized instruction or those respecting ideas of the multiple intelligence genre, however important these may be. This does not preclude that focusing on individual competence may be an effective way of reaching the social goals, i.e. of supporting the individual to establish her- or himself as an active and a proficient participant in society. Jón Torfi Jónasson - Torino - Dec 2009

6. Furthermore these developments and state of affairs call for Effective and continuous professional development of • the teachers, the principals, but not least of the • the school as an organization or a community of practice The ideas of • in-service (teacher) training • professional development • school development See them as nested within each other (Note also the Siptec frame) JónTorfiJónasson - Torino - Dec 2009

7. Research on professional development, Massive research exists on various aspects of the theme. Note e.g. the recent TALIS survey on European+ teachers (The OECD’s Teaching and Learning International Survey) • Chapter 3 on professional development, + other chapters Shows important and interesting variations between different systems and even within systems. But shows also considerable and noteworthy similarities between very different systems and cultures; showing similar concerns and similar problems and similar impediments to progress. JónTorfiJónasson - Torino - Dec 2009

8. Research on professional development, A general agreement on the important points: examples Research on learning communities, communities of practice, ACT • Contradictions and the development of an organization; on how communities thrive on external input, on tensions, if these can be resolved Long-term research on school development, e.g. Tyack and Cuban • Grammar of schooling and what changes are sustained • The importance of harmony between the various stakeholders Fullan+ ideas about school development or improvement • The holistic view of professional school development Research on the importance of establishing close cooperation between school and home • Desforges et al research on the importance of family involvement JónTorfiJónasson - Torino - Dec 2009

9. Lessons learned General lessons on professional development (not only for schools) • Be preoccupied with the goals of the task, i.e. what schools are for and what is the ranking of their goals; this is particularly important with reference to overarching goals such as inclusion • Ensure that the school as a community is involved in its development and not only teachers as individuals • Ensure that the teachers and staff are genuine participants in the school development and not as passive participants • Look at professional development as a development of a culture but not only of skills or changed features • Ensure the participation and harmony between all the stakeholders, i.e. the staff, students and homes; but also politicians and the public • Respect the grammar of schooling, with regard to complexity. JónTorfiJónasson - Torino - Dec 2009

10. Thank you Kærar þakkir Jón Torfi Jónasson - Torino - Dec 2009