Contents



**Section 4**

Childhood Teacher Education

*by Jesus Jaime-Diaz and Josie Méndez-Negrete*

to Support Early Childhood Leaders

*by Helena Reierstam and Meeri Hellstén*

A Pathway for Teacher Education

*by Catherine Lammert*

*by Sara Movahedazarhouligh*

*by Adam S. Kennedy*

Sensitizing on Diversity, Multiculturalism and Inclusion **269**

**Chapter 16 271**

**Chapter 17 293**

**Chapter 18 313**

**Chapter 19 329**

**Chapter 20 347**

Foundations for Promoting LGBT+ Social Justice through Early

A Guide for Deconstructing Social Reproduction: Pedagogical *Conocimientos* within the Context of Teacher Education

Quality Inclusion of Young Children with Disabilities: Taking a Stance

Linguistic Diversity and Comparability in Educational Assessment

Preparing Practice-Based Researchers for Diverse Classrooms:


Preface

In our current, diverse, unstable, hyper-connected, and continuously evolving world, teachers need to be constantly equipped with pedagogical competences in their professional development. Situations like the COVID-19 pandemic present educational challenges that make us consider that the educational process must guarantee the accessible, personalized, and globalized learning of all students.

At the same time, we are witnessing a new era in the context of the Fourth Industrial Revolution, with some principles such as collaboration, higher-order thinking skills, or interdependence, which are guiding the innovation in several areas, with consequences for the training of future generations and thus for the teachers who are training them. The adaptability of Teacher Education is thus key in

When considering the literature referring to competences labelled twenty-firstcentury skills, they have been connected to digital imperatives from economic developments to civic and prosocial skills for effective participation and

collaboration in society. This book is considering together the digital competences (including information, media, and technological literacy) with other nontechnology-driven skills (initiative, flexibility, creativity, critical thinking) along with moral skills for effective training in social values required in our changing societies (cross-cultural equity, tolerance, emotional comprehension, and

From a theoretical and practical perspective, this book offers a reference framework of innovative aims and urges for a twenty-first-century teacher. It covers four areas with present and future challenges that teachers are facing worldwide. The first area focuses on digital environments, which are no longer complementary spaces to the classroom, but rather are environments for personalization of the educational

process with new forms of participation, collaboration, flexibility, access,

The second area includes new educational theories and pedagogical interactions for the adaptation to new challenges, considering the impacts on the professional

The third area considers the recurrent issue of citizenship education inside school environments, since teachers prepare students for and depend on social positive contexts, they must manage different conflicts, dealing with hate and violent behaviors, requiring models of prevention and promotion of positive and solidary

Finally, the fourth area examines multiple diversity issues, ranging from functional to ethical, by providing teachers with ways to design educational processes based on reducing distances from the difference, able to recognize and avoid exclusion or

responding to constantly emerging social demands.

responsibility to others and the environment).

production, and evaluation of learning.

transformation of future teachers.

relationships.

prejudices of students.
