ABSTRACT
The need to have an understanding of cultural contexts by teachers poses a key dilemma for their training and education, insomuch that their training should reflect sensitivities to cultural diversity in school and society, while also meeting challenging global changes that will affect future education practice. In this chapter we will examine three issues related to the prospects for a teacher education that attempts to resolve this dilemma. The first issue relates to the need to make educational provision flexible enough, to accommodate changes brought about by the cultural diversity within the school population. The second issue concerns the extent to which certain pedagogical models may enhance teacher education to be a more culture-sensitive process within culturally diverse systems, and the third issue deals with the prospects of using the pedagogical models in the furtherance of a culture-sensitive training and education for teachers.
