Endogenous Attributions of Picture-Book Reading in the Early Childhood Education: Their Implications for Teachers’ Professional Development and Children’s Learning
نویسنده
چکیده
This paper reviews the literature on programmes of multicultural education in initial teacher training (ITT) in England. England, which has a long history as a multiethnic and multicultural society, offers significant opportunities for consideration for multicultural educational design. The issue of educating teachers for diverse schools and classrooms needs to be addressed urgently (OECD, 2010). Hence, it is significant to grasp how teacher education offers trainees and teachers the knowledge and abilities for responding to the diverse needs of pupils. As a primary step for an empirical analysis on the subject of multicultural education, several future challenges will be identified in this paper.
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