In recent decades, there has been a global commitment to diversifying the teaching profession, to integrating diverse perspectives into curricula, and to establishing comprehensive diversity and equity plans (Keane et al., 2022). This trend is particularly pertinent due to the increasing diversity of student populations worldwide, including in relation to age, sexual orientation, physical and mental ability, socio-economic status, and political perspectives (Cerna et al., 2021). China, for instance, has witnessed a marked increase in student diversity, highlighting the prevalent issue of educational inequity. Teachers are central to addressing equity challenges, necessitating a paradigm shift in teacher training programs (Florian & Camedda, 2020). However, many student teachers are insufficiently prepared to teach diverse student populations, primarily due to limited understanding and commitment to diversity, equity, and inclusion (DEI) (e.g., Chubbuck, 2007). Even those with positive DEI orientations often exhibit gaps between their conceptions, intentions, and actual practices (Lee, 2011). Additionally, teachers tend to rely on traditional teaching strategies rather than active and experiential approaches suitable for diverse classrooms (Mills & Ballantyne, 2016). Notably, teachers often lack proficiency in differentiated instruction, a crucial skill for addressing DEI issues and fostering equitable learning environments (Maulana et al., 2023). To bridge these gaps, student teachers must develop a cohesive repertoire of DEI conceptions, behavioral intentions, and practices. However, the current research on the interrelationships between these teacher factors is insufficient (Mills & Ballantyne, 2016). It remains unclear how these factors can be nurtured in a consistent and mutually reinforcing manner, and how teacher education programmes can facilitate cost-effective training and comprehensive professional development. This study investigates the connection between student teachers' diversity conceptions and their differentiated instruction practices in secondary education. It employs various instruments, including the Munroe Multicultural Attitude Scale Questionnaire (MASQUE), to assess conceptions towards diversity and inclusion. The My Teacher Questionnaire was used to evaluate differentiated instruction skills from students' perspectives (Maulana & Helms-Lorenz, 2016). In-depth interviews elicited student teachers' reflections on their teacher education experiences. The sample includes 192 student teachers and 1201 students from various Chinese teacher education programs. Multilevel SEM modeling explored associations between these teacher factors. Content analysis identified patterns in teacher education components influential for these teacher factors and teachers' recommendations for enhancement. This study contributes to addressing educational inequity by emphasizing the alignment of teachers' conceptions with effective differentiated instruction to promote equitable learning environments, offering insights for reimagining teacher education programs.

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