Demands for initial teacher education (ITE) to address learner diversity and inequitable opportunities for pupils is a global concern (Grudnoff et al, 2017; Herzog-Punzenberger et al, 2022). However, Rowan et al (2020)’s systematic review of international research on teacher education and equity concludes that most research focuses on student teachers; more insight into the views of teacher educators and their critical epistemic reflexivity is needed. This paper aims to address this by asking: What are the views and practices of teacher educators regarding diversity and equity in ITE, and what contextual factors influence these?

The study presents the results of a case study in an ITE institute in a large urban area in England. The data from policy documents and 11 interviews with primary phase teacher educators and programme management were analysed employing content analysis. 

A tripartite distinction (Rowan et al. 2020) of ‘knowledge claims’ was used to analyse views of teacher educators: 1) teaching about diversity (teaching about migration and equity), 2) teaching to diversity (catering to the needs of diverse learners) and 3) teaching for diversity (ITE as a place for achieving social justice). All interviews showed evidence of teaching for diversity. There was often explicit reference to advancing diversity through ITE in combination with justice and fairness, addressing unconscious bias and countering the damaging effects of stereotypes. Some interviewees had explicit critical agendas, with ITE being ‘a site for change’ and the need for more advocacy for ‘minority students’. ‘We-ness’ was strongly present, focusing on the need for collective articulation of values and practices, questioning with 'risky talk' (Eraut, 2000) what needs to be talked about, with students and within the teacher educator community. Teaching to diversity views mainly focused on the importance of getting to know the pupils, their attitudes, behaviour, interests and home situation.  Inclusive pedagogy and the importance of realizing that pupils are not at an equal starting point was emphasized. Teaching about diversity was less evident, and mostly referred to the importance of student teachers having awareness of diversity and equity issues.  

Recent sources (Grudnoff et al, 2017; Cochran-Smith, et al 2016; Brown-Jeffy & Cooper, 2011) have described possible equity practices, from which we distilled six relevant categories: funds of knowledge; high expectations; adaptive teaching; relationships; inquiry as stance; addressing inequity. All practices surfaced in our data, indicating variety in the ways in which teacher educators address equity. Notably, most respondents indicated a hesitation in implementing practices. Talking about equity and diversity was often considered difficult; respondents noted tthe need for a framework to support focused dialogue. Most respondents also suggested that teacher education can do more to help student teachers to resist deficit concepts of learners in order to develop inclusive pedagogies.

Finally, the hindering effect of national regulations was evident in the data. Most respondents referred to insufficient time due to the constraints of mandatory programme content. Some stated the difficulties of paying attention to diversity and equity, when this is not a government priority. Moreover, the considerable influence of partnership arrangements was noted. School cultures, values and ethos are important influences on being able to achieve programme aims. Conversely, the university Equity Diversity and Inclusion (EDI) policy and leadership and the role of the programme director were considered to be stimulating factors.

The results with regard to views, practices and contextual factors suggest the challenges of arriving at a shared, deep understanding and practice - that praxis is complex in this area, is embedded in teacher educators’ values and autobiographical dimensions and multiple contextual factors. Collective responsibility to bring about change requires critical dialogue among teacher educators.

Design: We developed a qualitative case study of one teacher training institute in a large urban area in England, consisting of analysis of 11 interviews with teacher educators, course descriptions and relevant policy documents. Instrument: Semi-structured interviews were conducted exploring ways of preparing student teachers for diverse classrooms, participants’ views on diversity, goals of teacher preparation and supporting and constraining contextual factors. Interviews were conducted using a topic list that explored: • ways of preparing student teachers for diverse classrooms • participants’ views on diversity and goals for ITE • perceptions of supporting and constraining contextual factors. Analysis: The interviews were transcribed verbatim and analysed using a coding scheme (see below) drawn from the literature. This was collaboratively conducted by both authors. After agreement was reached on all codes, all segments were summarised per code and thematic analysis was conducted resulting in themes within each code. Coding scheme Views Teaching on diversity: Learning about characteristics of national population with regard to migration and related aspects such as culture and religion, values, differences in pathways and academic success, achievement and opportunity gap, attainment gap. Teaching to diversity: Catering to the needs of diverse learners Teaching for diversity Teacher education is a place for change, achieving social justice, reflexivity Practices Funds of knowledge: Using interests and experiences of pupils, languages, connecting to their homes High expectations: Setting the bar high for pupils, challenging them, offering learning opportunities Adaptive teaching: Tending to pupils’ needs, reckoning with their stage of development, and/or their backgrounds, in terms of pedagogy, work formats, or ways of communication Relationships: Building relationships with pupils, between teachers and pupils and among pupils Inquiry as stance: Inviting student teachers to reflect and think, personal reflection (who am I, who do I want to be as a teacher), reflection using theory and research Addressing inequity: Discussing sensitive topics and societal issues (e.g., poverty, discrimination, prejudice, bias, deficit thinking) Contextual factors ITT Core Content Framework (CCF) (mandatory government curriculum): CCF, Ofsted (national inspection body), standards, statutory requirements, lack of time HEI: The university as a context, institutional culture, whiteness of the staff, school placement Document analysis was applied to the ITE programme and policy documentation to examine the context of the study, provide supplementary data and produce additional insights. Overall findings were identified following synthesis of both types of data analysis.

The results show the complex nature of addressing diversity in initial teacher education. A teaching for diversity view, reflecting teacher education as a place for societal change, was dominant. Teacher education can make a big impact on the lives of children, and the general stance was that that diversity and equity should underpin pedagogical practice, policy and curriculum design. Teaching to diversity was also clearly present: the need for inclusive pedagogy was often emphasised. ‘We-ness’ was strongly present, focusing on the need for shared articulation of values and practices, highlighting the need to increase talk about diversity, with students and among teacher educators. All six practices described in the literature surfaced in the interviews, showing multiple ways of addressing diversity and equity. Some respondents noted hesitation in implementing practices: talking about diversity was not considered an easy conversation. At the same time, frustration was visible. Many teacher educators felt ITE should do more to help student teachers to resist deficit concepts of learners in order to develop inclusive pedagogies. Contextual factors hindered the implementation of practices, referring to: national regulations (e.g. the CCF and Ofsted); differences between school views and institutional views; the influence of partnership arrangements and the policy emphasis that promotes schools as main sites of teacher learning. Conversely, the EDI policy and the role of the programme director and the EDI policy expert were considered to be supporting factors. The results suggest the challenges of arriving at a shared, deep understanding and practice - that praxis is complex in this area, is embedded in teacher educators’ values and autobiographical dimensions and multiple contextual factors. Collective responsibility to bring about change requires critical dialogue that can build ‘we-ness’ among teacher educators.

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