Developing pedagogies for diversity in Scottish education

Forde, C. and Morley, J. (2014) Developing pedagogies for diversity in Scottish education. Netla: Veftimarit um Uppeldi og Menntun,

Abstract

This article explores the contribution of a set of professional standards developed in Scottish education by the General Teaching Council Scotland, (GTCS 2012) in building pedagogies for diversity. A key purpose of professional standards is to codify professional practice and so play an important role in the shaping of teaching. There is a danger that professional standards focus on narrowly defined behavioral competences and thus reinforce a technicist approach to the practice of teachers and leaders in school (Kennedy, 2005). However, professional standards can be used as developmental tools to enhance practice (Ingvarson, 2005). The article begins by setting out the context in which these professional standards were developed in Scottish education before exploring various approaches to teaching for diverse learners, such as inclusive pedagogies, pedagogies to challenge heteronormativity, gender-sensitive teaching and culturally responsive teaching. The article moves on to examine the construction of teaching in a specific set of professional standards in order to consider the possible contribution of standards to the development of pedagogies that support the learning of diverse groups of learners. The article ends with a discussion of the notion of intersectionality and how this might be used in professional learning to build repertoires of pedagogic practices for diversity.

• Item Type: Articles
• Additional Information: Special Issue 2014: Diversity in Education: Teachers and Learners
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Forde, Prof Christine
• Authors: Forde, C., and Morley, J.
• College/School: College of Social Sciences > School of Education
• Journal Name: Netla: Veftimarit um Uppeldi og Menntun
• Publisher: Haskoli Islands
• ISSN: 1670-0244