Increasing cultural diversity and persistent educational inequalities have, in recent decades, posed significant challenges for European education systems. In Portugal, schools now frequently enrol students representing more than twenty nationalities, necessitating a reconsideration of teacher education models to address the needs of an increasingly heterogeneous society (Beardsley & Teitel, 2004). This diversity is closely linked to social inequalities that influence both access to and success in education, underscoring the need for initial teacher education curricula that explicitly address equity and diversity (Grudnoff et al., 2017). Cochran-Smith et al. (2022) contend that prioritising equity in teacher preparation is both essential and overdue. Conversely Grudnoff et al. (2017) assert that teacher education grounded in social justice should provide future teachers with the knowledge and skills to critically examine school structures and implement pedagogies oriented toward equity, thereby improving learning opportunities and outcomes for diverse students, particularly those historically marginalised by the education system. Yet, equity has become a dominant rhetorical theme in the field of teacher education (Cochran-Smith et al., 2022). The analysis of curricula in several countries reveals that the inclusion of these dimensions is residual or dependent on the individual initiative of teacher educators (Arsal, 2015; Weerasinghe et al., 2024). Even in programmes that include diversity as a theme, it tends to appear disconnected from issues of inequality and the need to reconfigure pedagogical practices (Beardsley & Teitel, 2004).  In the Portuguese context, teachers are generally highly qualified and demonstrate a strong commitment to inclusive education; however, initial teacher education does not adequately prepare them to address diversity and equity (OECD, 2022). This gap is particularly pronounced given ongoing teacher shortages and multiple initiatives related to the curriculum reform (DL55/2018), assessment practices, and inclusive education (DL 54/2018). This paper draws on data from a broader European Erasmus+ project. National Policies documents, as well as, initial teacher education curricula and practices were analysed. It explores how equity and diversity are addressed within Portuguese initial teacher education programmes. Findings indicate the need to adapt pedagogical practices to diverse school contexts, integrate practical experiences with theory-informed and reflective approaches, and provide institutional support and targeted professional development focused on equity and diversity.

This study is part of a broader European Erasmus+ project aimed at establishing a European network to support the professional development of teacher educators in addressing issues of equity and diversity. The project adopts a mixed-methods approach, combining quantitative and qualitative research to explore the professional learning needs of teacher educators in higher education and school contexts within the network (e.g., Czerniawski et al., 2017, 2023; MacPhail et al., 2019). The research was developed over three phases. At the macro-level, legislation from 2007 to 2024 was analysed to identify references to diversity and equity. At the meso-level, higher education institutions and their initial teacher education programmes were mapped. Content analysis included learning objectives, outcomes, content, and bibliography. At the micro-level, questionnaires with 126 pre-service teachers were applied, and thematic content analysis was conducted on focus groups with pre-service teachers and teacher educators to examine pedagogical perspectives and practices. The paper reports on data from macro and meso-level analysis and from two focus group conducted in the micro-level phase, which involved six pre-service teachers and eight teacher educators. The pre-service teachers were predominantly female (four out of six), aged 26 to 37, and studied History, Portuguese Language, and Philosophy at secondary and primary education levels. The teacher educators' focus groups were gender balanced, including four males and four females, aged 48 to 65, with teaching experience across pre-school, primary, and secondary education initial teacher education programmes. A semi-structured discussion guide was used to explore participants’ perceptions of equity and diversity in initial teacher education. All ethics procedures were followed, including getting ethics committee approval, written consent, and assuring privacy and the right to withdraw. The focus groups met on Zoom and were transcribed verbatim. An initial coding framework was developed inductively from the data, allowing themes to emerge from participants’ accounts. Coding was performed by one researcher and subsequently reviewed by two additional team members, with discrepancies discussed collectively to ensure analytical consistency and credibility.

Findings from macro and meso-level analysis reveal significant gaps and inconsistencies, underscoring the need for systematic integration of equity and diversity to foster equitable and inclusive teaching practices. In turn, focus group analysis revealed complementary yet distinct perspectives between pre-service teachers and teacher educators across pedagogical practices, teacher education, and institutional evaluation. Pre-service teachers reported that their main challenge is quickly adapting pedagogical practices to the diverse realities of schools. They also highlighted the need for more specific, practical and theoretical training and called for greater integration of key concepts throughout their teacher education. Teacher educators noted that more time is needed to apply and develop inclusive practices and recognised the lack of specific training in most curricula. They emphasised the need for stronger institutional support and continuous professional development programmes focused on equity and diversity. Furthermore, they observed that issues of equity and diversity are addressed inadequately and insufficiently, often responding reactively to contextual needs rather than following a clear, intentional programme. These findings suggest a need for a more deliberate and coordinated approach in teacher education. In this perspective, making equity, but also diversity a “centrepiece of initial teacher education” (Cochran-Smith at al., 2016, p. 67) requires teacher education programmes to adopt a systematic and intentional focus on equity and diversity, ensuring that these principles are embedded throughout the curriculum. Furthermore, fostering institutional commitment is crucial, with a culture of collaboration among teacher educators to facilitate the sharing of effective practices and to promote a more integrated and impactful approach. Finally, the implementation of innovative and inclusive teaching methods is essential to enhance equity and diversity in classroom settings, ensuring that theoretical knowledge is effectively translated into practical strategies.

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