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A qualitative study examines how teacher training courses prepare pre-service teachers for culturally and linguistically diverse (CALD) students in mainstream secondary settings. Drawing on course outlines, questionnaires from forty-one final-year pre-service teachers, and interviews, the study finds most teachers perceive inadequate focus on cultural and linguistic diversity, and recommends updating course content and practical preparation pathways.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-preparing-pre-service-teachers-for-multicultural-classrooms-vol-35-issue-2-march-2010/594385/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-preparing-pre-service-teachers-for-multicultural-classrooms-vol-35-issue-2-march-2010/594385.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question guides the study on teacher preparation for CALD students?","Question",{"text":112,"@type":113},"The study asks to what extent training about CALD student needs is included in pre-service teacher degrees, either in specialist methods or general teaching units.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the study use to evaluate teacher education preparation?",{"text":117,"@type":113},"Data include course outlines, questionnaires completed by forty-one final-year pre-service teachers, and interviews with four final-year pre-service teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the study’s main findings about pre-service teacher courses in Victoria?",{"text":121,"@type":113},"The majority of pre-service secondary teachers report that their teacher education courses lack a focus on cultural and linguistic diversity, and course content analysis supports the need to update courses for CALD student needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594385,1792144950,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nPreparing Pre-service Teachers for Multicultural Classrooms  \nJessica Aimée Premier  \nMonash University  \nJenny Miller  \nMonash University  \nAbstract: Cultural diversity is evident throughout schools in Victoria,  \nAustralia. Many students are new arrivals from war-torn countries  \nincluding Sudan, Afghanistan and Iraq. To what extent do teacher training  \ncourses in Victoria prepare pre-service teachers to cater for the needs of  \nculturally and linguistically diverse (CALD) students?  \nThis paper reports findings from a qualitative study on pre-service  \npreparation for teaching CALD students in mainstream secondary schools.  \nIt investigated ways in which CALD student needs are addressed in  \nsecondary teaching courses in Victoria. Data included course outlines,  \nquestionnaires completed by forty-one final year pre-service teachers, and  \ninterviews with four final year pre-service teachers.  \nFindings revealed that the majority of pre-service secondary teachers feel  \nthat their teacher education courses lack a focus on cultural and linguistic diversity in schools. Course content analysis supports this. Courses need to  \nbe updated to address the needs of teachers of CALD students, and  \nconsequently of the students themselves. This paper provides practical ways  \nto begin this process.  \nIntroduction  \nPre-service Teacher Education in Victoria  \nIn 2008, 2362 students accepted an offer to study an education degree at a tertiary institution in the Australian State of Victoria (Victorian Tertiary Admissions Centre, 2008) . Those enrolled ina Bachelor of Education are trained over the period of four years, concurrently with another general degree such as Arts or Science. In addition, some universities offer a one year postgraduate Diploma of Education following completion of an undergraduate degree. Pre-service teacher education courses for secondary school teaching are offered in eight universities across Victoria. They are the Australian Catholic University, Ballarat University, Deakin University, La Trobe University, The University of Melbourne, Monash University, Royal Melbourne Institute of Technology (RMIT) and Victoria University. A recent publication by the Department of Education and Early Childhood Development in Victoria (DEECD) states that,“In 2007, 110,383 students in government schools (20.5 per cent) were from language backgrounds other than English”(DEECD, 2008, p. 7) . Therefore teaching graduates are now entering schools which are rich with multiculturalism, and a diversity of ethnicities, cultures, and languages.  \nCALD Students in Victorian Schools  \nIn 2007, over 20% of students in government schools were classified as CALD students, although not all were eligible for English as a Second Language (ESL) support. According to the  \nVol 35, 2, March 2010 35  \nAustralian Journal of Teacher Education  \nDepartment of Education and Early Childhood Development’s 2007 ESL report,“A student is defined as having a language background other than English if either the student or one or both parents was born in a non English speaking country”(DEECD, 2008, p. 7) . In 2007, 39,341 students (35.6%) met the criteria for ESL index funding (which meant English was not the main language spoken at home, and students had been enrolled in an Australian school for less than five years) . A total of 5549 ESL students were newly arrived in Australia in 2007 and approximately 188 languages were spoken in their homes. In 2007, the highest numbers of students were born in China, India, Afghanistan, the Philippines and Sudan (DEECD, 2008, p. 7) .  \nStudents who arrive in Australia with little or no English can enrol in a specialised ESL school or centre for two to four terms (six months to one year) . Many are taught English in an intensive ESL program in one of nine language centres or schools in Victoria. Regardless of their English language proficiency at the end of four terms, these stude","cbCairHtJrQX96cq","https://ap.wps.com/l/cbCairHtJrQX96cq","pdf",180742,14,"English","# Abstract\n# Introduction\n## Pre-service Teacher Education in Victoria\n## CALD Students in Victorian Schools\n## Current Teachers and ESL Training\n## The Research Problem","[{\"question\":\"What research question guides the study on teacher preparation for CALD students?\",\"answer\":\"The study asks to what extent training about CALD student needs is included in pre-service teacher degrees, either in specialist methods or general teaching units.\"},{\"question\":\"What evidence does the study use to evaluate teacher education preparation?\",\"answer\":\"Data include course outlines, questionnaires completed by forty-one final-year pre-service teachers, and interviews with four final-year pre-service teachers.\"},{\"question\":\"What are the study’s main findings about pre-service teacher courses in Victoria?\",\"answer\":\"The majority of pre-service secondary teachers report that their teacher education courses lack a focus on cultural and linguistic diversity, and course content analysis supports the need to update courses for CALD student needs.\"}]","Australian Journal of Teacher Education - Preparing Pre-service Teachers for Multicultural Classrooms - Vol 35 - Issue 2 - March 2010 | PDF",1792079059,35]