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Learning from differences: a strategy for teacher development in respect to student diversity

Messiou, Kyriaki; Ainscow, Mel; Echeita, Gerardo; Goldrick, Sue; Hope, Max; Paes, Isabel; Sandoval, Marta; Simon, Cecilia; Vitorino, Teresa


Kyriaki Messiou

Mel Ainscow

Gerardo Echeita

Sue Goldrick

Max Hope

Isabel Paes

Marta Sandoval

Cecilia Simon

Teresa Vitorino


Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. The strategy merges the idea of lesson study with an emphasis on listening to the views of students. The research suggests that it is this latter emphasis that makes the difference as far as responding to learner diversity is concerned. It is this that brings a critical edge to the process that has the potential to challenge teachers to go beyond the sharing of existing practices in order to invent new possibilities for engaging students in their lessons. The paper also considers some of the difficulties involved in using this strategy.


Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., …Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61.

Journal Article Type Article
Acceptance Date Feb 1, 2015
Online Publication Date Jan 12, 2016
Publication Date Jan 2, 2016
Deposit Date Mar 9, 2016
Publicly Available Date Mar 9, 2016
Journal School effectiveness and school improvement
Print ISSN 0924-3453
Electronic ISSN 1744-5124
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 27
Issue 1
Pages 45-61
Keywords Diversity, Action research, Teacher development, Students' voices
Public URL
Publisher URL
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in School effectiveness and school improvement on 12/01/2016, available online:


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