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This chapter examines the extent to which teacher education reforms identify preparation of teachers to engage with the diversity of students encountered in classrooms as a significant concern. The philosophical stance we take is a human rights equity perspective, where all students have the right to a quality education, endorsed through international treaties and conventions, as well as by legislation in many countries. The theoretical and conceptual stance taken in the chapter is the goal of inclusive education valuing all learners equally and enabling optimal learning for all. NVivo, a qualitative analysis tool, is used to analyse international teacher education review reports, policy, reform initiatives and professional standards from 2005 to 2017. Findings relate to the preparation of teachers to address the education of student diversity with the potential to give rise to disadvantage or discrimination in educational settings, for example, language, culture, gender, geolocation, as well as focus on students with disability. Implications of the findings for teacher education reform and preparation are considered. Two matters are identified in our review for future teacher education programs and research. First, there is a need to investigate the extent to which new teachers are prepared for inclusive education, including the evidence-based practices to achieve the most effective preparation. Second, and perhaps more significantly, there is a need to develop greater understanding of the emotions, beliefs, values and attitudes of teacher education staff and students, and opportunities throughout programs to reflect on these, to enable implementation of the spirit of inclusive education.


Institute for Learning Sciences and Teacher Education

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Book Chapter

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