Diversifying the teaching profession has come to be of international concern (Abawi and Eizadirad, 2020; Ingersoll et al, 2021). This is a complex phenomenon drawing across a variety of conceptual underpinnings, performances of identities and ranges of local, national and international contexts. This paper reports on an in-depth study of a range of teacher diversification initiatives both from across Europe and under a nationally-funded scheme in Ireland (Keane, Heinz & Mc Daid, 2023). The paper identifies the rationale for teacher diversification, argues that when it comes to teacher identity, representation matters, but also that representation does not go far enough and teacher diversity work must simultaneously encompass system transformation to achieve a diverse, equitable and inclusive teacher profession. Theoretically informed by the double equity work of Childs et al (2011) equity in and through admissions, the paper presents some key findings in relation to the requirements for Higher Education Institutions in taking diversification initiatives seriously in addition to the experiences of a selection of student teachers participating in diversification initiatives, both in their lectures and on school practicum. It presents an analysis of key moments in the student teacher education that cast light on the possibility for those student teachers to be authentically present in their chosen roles. The paper concludes with an overview of seven key principles which will support a more equitable, diverse and inclusive teaching profession. These principles include: - building awareness and sensitivity among all teachers, school leaders, teacher educators, and policy-makers of the normative nature of school and teacher education cultures as a precondition for meaningful reflection and action to create more equitable and inclusive work environments for all teachers. - Forging safe spaces in educational settings for authentic, respectful, and impactful dialogue in the pursuit of a diverse, equitable, and inclusive teaching profession. - creating safe spaces in education for democratic participation and recognition that the development of inclusive schools is the responsibility of all educators, wherein all teachers, irrespective of their socio-demographic positionalities, need to be prepared for and consider it their responsibility to be effective teachers for all students (Ladson-Billings, 2004; Cochran-Smith, 2009) and supportive colleagues for all staff in schools.

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