Designing for Learner and Learning Diversity: A Conceptual Framework for Pre-service Teacher Education

By Bobby Harreveld.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Successful engagement with linguistic, cultural and technological diversity is fundamental for learning and teaching in a twenty-first century knowledge society and globalised economy. In the field of pre-service teacher education in Australia, learning diversity is manifested in and through not only the life trajectories of adults-as-learners, but also the organisational conditions under which they choose to become teachers. This paper examines the dimensions of difference impacting on the design of a university course in literacy and numeracy for people intending to teach in diverse education sectors (primary, secondary, vocational and technical); and systems (public and private schools, colleges, workplace and industry training sites). These adults come from diverse socio-economic and cultural backgrounds, with varying educational, work and life experiences. A theoretically informed conceptual framework is then developed to position learners and learning diversity at the centre of course design. The utility of this conceptualisation to engage with the complex connections of meaning about literacy and numeracy among diverse learning communities is also explored. Significant implications for capacity building of pre-service teachers as future knowledge workers are then proposed.

Keywords: Learner and Learning Diversity, Literacy and Numeracy, Pre-service Teacher Education

International Journal of Diversity in Organizations, Communities and Nations, Volume 7, Issue 4, pp.17-26. Article: Print (Spiral Bound). Article: Electronic (PDF File; 590.574KB).

Dr. Bobby Harreveld

Senior Lecturer, School of Learning and Innovation, Faculty of Arts, Central Queensland University, Rockhampton, Queensland, Australia

Bobby is a Senior Lecturer in the Faculty of Arts, Humanities & Education at Central Queensland University. She is currently researching and supervising in the field of professional adult and vocational education. Her work is contributing to knowledge in the areas of (1) people’s identities and perception of selves in times of change; (2) global, national and local level policies and politics that iteratively influence and inform linguistic and cultural diversities in learning and work communities; (3) educational outcomes for students and teachers in formal education settings (e.g. schools, technical colleges and university); (4) work-site specific learning in the training development, health and community education sectors in regional, rural and remote communities.


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