A systematic review of 209 peer-reviewed articles (2009-2019) identifies three qualitatively different clusters of claims about how teachers can be prepared for diversity¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Analysis of 209 peer-reviewed journal articles published 2009-2019 identified three qualitatively different clusters of claims regarding how teachers can be prepared for diversity. → Rowan 2021

Evidence¶

Rowan 2021¶

Rowan, L., Bourke, T., L'Estrange, L., Lunn, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does Initial Teacher Education Research frame the challenge of preparing future teachers for student diversity in schools?: A systematic review of literature. Review of Educational Research, 91(1), 112-158. https://doi.org/10.3102/0034654320979171

q2 · i? · review · r3

The review's interpretive synthesis of 209 included peer-reviewed articles reports three qualitatively different clusters of claims about preparing teachers for diversity, alongside the diversity groups referenced and constraining factors. The article states it analyzed "209 peer-reviewed journal articles (2009-2019)".

"Analyzing 209 peer-reviewed journal articles (2009-2019), the paper identifies: groups most frequently described as diverse; three qualitatively different clusters of claims regarding how teachers can be prepared for diversity; and factors identified as constraining preparation."

Discussion¶

Related Claims¶

• The 209 included articles were primarily North American (132), mostly qualitative in design, with 15% quantitative, 15% mixed methods, and nearly a fifth non-empirical — a narrower finding that bears on this claim
• The ITE-diversity literature is broad in focus but shallow in depth, with most papers describing teaching about or catering to diversity and few considering teaching for diversity — a narrower finding that bears on this claim
• The reviewed literature shows limited engagement with specialist diversity concepts such as gender or race and little attention to teacher educators' own knowledge — a narrower finding that bears on this claim