In many countries, increased diversity has faced schools and teachers with the responsibility to take into account the cultural, linguistic, social and economic factors in teaching, learning and schooling. This paper reports preliminary findings and future directions of an ongoing collaborative international research project that focuses on the capacity of teacher education programs in Australia, UK, and Iceland to facilitate adoption of inclusive pedagogies that are responsive to these issues. Self-study methodologies and collaborative international reflection were used to review, modify and document teacher education approaches that introduced beginning and graduate teachers to inclusive pedagogies that offer authentic learning opportunities to students in increasingly diverse communities. Medical and remedial models of specialist education for "special" populations are being replaced with reconstructionist and sociocultural approaches that are responsive to schools as diverse communities of learners. Preliminary findings suggest that the attainment of inclusive pedagogies is situated in a public-private dialectic between the transformation of personal values, world views, ethics and pedagogical approaches, and socio- cultural and structural factors related to equity, access and opportunity in educational systems.Most teachers that we have worked with have identified their lack of pedagogical preparation as a major obstacle in their efforts to create curricula that included all students in their classrooms. In our work we are attempting to go beyond medical and remedial models of specialist education for "special" populations and work with teachers to develop reconstructionist, sociocultural and pedagogical approaches that are responsive to schools as diverse communities of learners. Collaborative, international self-study methodologies allowed the research team to honor the public-private dialectic in the transformation of their teaching on the one hand, and the construction of new understandings within the public discourse of democracy, equity and socio-cultural change on the other. The immediate focus includes (1) inquiry-based teaching and learning practical, theoretical, and ethical dimensions of inclusive pedagogies in schools, (2) approaches to open access and widening participation in higher education and generally; encouraging doctoral candidates to investigate social justice issues, and the implications of evolving curricula, teaching and learning styles, and engaging in a rigorous discourse of philosophical and theoretical underpinnings (e.g. Marxian teaching, feminisms in education etc.) and (3) the dialogue which comes from our international collaboration. This study includes three iterative dimensions:Dimension I: Collaborative local and international practitioner research Each of the participants in the study is engaged in collaborative self- study of their own practice as they work with teachers and schools in their local communities. Data is collected from reflective journals, case writing and bi-weekly reflective meetings in which data is shared and questions, case commentaries constructed and assertions of meaning developed.Dimension II: International collaborationInternational collaboration takes two forms and extends the knowledge creation from the local towards the public: Ongoing embedded in daily work: as notes from reflective teaching and meetings are regularly shared and discussed through email and phone communication. Intermittent face-to-face including shared work (through the sabbatical relocation of one researcher within the Australian program) and planned meetings and workshops to international conferences.Dimension III: Participation in the public discourseThrough participation in the discourse of the national and international conferences the knowledge developed through the study is shared, critically reviewed and extended as new circles of practice are formed and professional discourse is reconceptulized.Current finding suggest further exploration of the following questions:1. How can teacher educators facilitate a discourse that will support educators to question assumptions and change hearts and minds?2. What are the current trends and future directions of professional and teacher education?3. What are the deep and abiding barriers to inclusive practice? Does valuing individual differences create inclusive practice?