Pupil diversity in teacher preparation curriculum

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Year of publication 2022
Type Article in Periodical
Magazine / Source Perspectives in Education
MU Faculty or unit

Faculty of Education

Web https://journals.ufs.ac.za/index.php/pie/article/view/5647/4438
Doi http://dx.doi.org/10.18820/2519593X/pie.v40.i2.13
Keywords content analysis; planned curriculum; pupil diversity; student teachers
Description This study focused on the concept of pupil diversity in the planned curriculum of teacher preparation programmes. The professional training of teachers influences the knowledge, skills and attitudes student teachers regarding diversity (Akiba, 2011); however, most research studies have utilised quantitative research focused on planned curriculum or learning outcomes. We chose a qualitative approach to uncover how pupil diversity is implemented within the planned curriculums of selected teacher education programmes. Based on a content analysis of syllabi and conceptual documents from teacher preparation programmes at a selected faculty of education, two conceptual approaches towards diversity within curriculums, one explicit and one implicit, are described. These concepts can be further interpreted in relation to the ideological, content and methodological dimensions of the curriculum.
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