Inclusion is vital for societies that strive for social justice and is an essential part of the European Commission’s strategic plan for 2021 – 2030 (European Commission, 2021). In 2009, The Education and Training 2020 agenda stated that:

‘Education and training systems should aim to ensure that all learners — including those from disadvantaged backgrounds, those with special needs and migrants — complete their education… Education should promote intercultural competences, democratic values and respect for fundamental rights and the environment, as well as combat all forms of discrimination, equipping all young people to interact positively with their peers from diverse backgrounds.’ (Council of the European Union, C119/4).

To realize these aims, teachers require knowledge and skills on how to deliver high quality education to all students, in addition to having positive attitudes towards diversity and inclusion. Teacher education has a key role in educating teachers about different students’ needs and inclusive practices. However, teachers and teacher educators feel unprepared and in need of more information in this area (Florian & Camedda, 2020; Guðjónsdóttir & Óskarsdóttir, 2020).

The purpose of this symposium is to contribute to the limited knowledge base of research-supported educational practices that promote inclusion and social justice. It was initiated by members of the International Forum for Teacher Educator Development (InFo-TED), an international group that aims to contribute to teacher educators’ professionalization by sharing ideas, practices and research (Kelchtermans et al., 2018). The symposium will present three teacher education programmes that deal with inclusion and social justice from different perspectives. The first programme helps student teachers and teacher educators to bridge ethnic tensions, respect and collaborate with each other as they deal with shared social justice issues such as gender and poverty. The second programme helps teacher educators re-examine their own beliefs and practices and consider how best to address challenges associated with social justice with student teachers. The third programme supports the transition to work of beginning teachers with significant physical or sensory impairments. Together, the three presentations deal with multiple aspects of diversity. Although the three national contexts are very different from each other: Ireland, Belgium (Flanders) and Israel, they all must address tensions emerging from ethnic diversity, social inequalities and physical disabilities. In the discussion, we will compare the theoretical perspectives and practices each programme employed and specify shared, as well as unique, principles that may help other teacher educators to promote inclusion and social justice through teacher education programmes. 

Council of the European Union (28.5.2009). Notices from European Union institutions and bodies: Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’). https://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:PDF European Commission (2021). Union of equality strategy for the rights of persons with disabilities 2021-2030. European Union. file:///C:/Users/Adi/Downloads/KE0221257ENN_002%20proof%202.pdf Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8. Guðjónsdóttir, H., & Óskarsdóttir, E. (2020). ´Dealing with diversity´: debating the focus of teacher education for inclusion. European Journal of Teacher Education, 43(1), 95-109. Kelchtermans, G., Smith, K., & Vanderlinde, R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1), 120-134.