Globally there is a teacher shortage and questions are being asked about the nature of teacher quality and effectiveness across diverse communities. This points to a need for teacher education to change going forward. This paper argues that that the role of teacher dispositions is a significant factor in developing the self-perspective as a teacher and, consequently, effectiveness in teaching practice. The nature of teaching continues to be discussed, and our understanding of strategies and pedagogy in relation to teaching has made significant strides in the last decade, (Hattie, 2012). At the same time, there is growth in the role of the teacher in the school, and evidence to suggest that teaching has become more difficult and stressful. Hence a significant number of teachers are leaving the profession. This draws attention then to the need for support for teachers, who must now teach in very diverse communities and contexts and ensure that an inclusive education is being provided for all students. Our argument (bolstered by evidence presented in this symposium) is that for teachers to respond to these challenges, they must have a strong sense of self-awareness, and understand the impact of their own beliefs and attitudes to engage effectively in the tasks in front of them. In line with this argument then, teachers have a responsibility to develop this sense of self and at the same time, adopt a sense of ongoing development than is supported by a quality professional learning and resourcing. This has a flow-on effect for initial teacher education, the way the education system provides policies to support teacher education and of course, in the evaluation of teacher performance. The three papers highlight common patterns of perceptions about the nature of effective teaching in inclusive and diverse spaces as well as demonstrating the significance of teacher dispositions across three countries, from beginning preservice teachers through to experienced teachers and policymakers across the education system. Thus, the final paper draws on the evidence provided in each of the presentations and suggests a model theory of change that encompasses teacher education, the teacher and the practice of teaching in diverse spaces. It is our view that it is the combination of the individual teacher’s role, a supportive system and school communities working in harmony that can ensure a positive impact for students, the teaching workforce, and teachers and ensure that diverse and inclusive education communities are being developed and sustained.

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