Responding to learner diversity: Student views as a catalyst for powerful teacher development?

Messiou, K. and Ainscow, M. (2015) Responding to learner diversity: Student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, pp. 246-255. (doi: 10.1016/j.tate.2015.07.002)

Abstract

Increasing diversity in schools means that teachers need more effective forms of professional development to address the challenges they face. Drawing on findings from a three-year study in three European countries, this paper presents a new way of thinking about what this should involve. What differentiates the proposed model is that it emphasises the views of students themselves, something that has previously been largely absent from teacher professional development literature. Through the use of illustrative examples, the paper shows how this factor can act as a catalyst for the development of new thinking and practices in response to learner differences.

• Item Type: Articles
• Additional Information: This project has been funded with support from the European Commission (Project Number: 518637-LLP-2011-UK-COMENIUS, Grant Agreement: 2011-3933/001-001).
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Ainscow, Professor Mel
• Authors: Messiou, K., and Ainscow, M.
• College/School: College of Social Sciences > School of Education
• Journal Name: Teaching and Teacher Education
• Publisher: Elsevier
• ISSN: 0742-051X
• ISSN (Online): 1879-2480
• Published Online: 14 August 2015