The editors have gathered together some of the top researchers in teacher education to explore both the theoretical parameters and practical dimensions of transforming teacher education programmes to educate teachers for diversity. The programmes outlined in these chapters address the necessity of providing preservice teachers with learning experiences that will help them facilitate learning in culturally and linguistically diverse school settings. The contributors identify the competence, skills, knowledge and attitude needed to teach diverse populations effectively and equitably, including methods and experiences to expand understanding of diversity, racism, social justice, and culturally responsive instruction. The book is organized to focus attention on paradigmatic models for transforming teacher education in three general areas: delineating the historical dimensions, contemporary perspectives, and guiding rationales for the transformation of teacher preparation; explicating the theoretical underpinnings of programme processes for preparing teachers; and presenting model programmes that incorporate curriculum and pedagogy, field-based professional development, and assessment strategies to prepare teachers to be effective in culturally diverse settings. Contributors include Mary E. Diez, A. Lin Goodwin, Susan L. Melnick, Peter Murrell, Jr., Valerie Ooka Pang, Priscilla H. Walton, and Kenneth M. Zeichner.