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Abstract

Preparing teachers to support diverse learners to succeed in school is pivotal in addressing inequalities in society. This qualitative study investigated the ways in which future teachers developed their understanding of diversity and inclusion in one course in an Australian teacher education programme. This study analysed students’ learning using threshold concept theory as a theoretical framework. Three main aspects that were considered troublesome were identified from student teachers’ reflections, which interconnected to generate understandings of diversity. They are recognising others’ life worlds, examining self and experiencing otherness. This study supports the need to guide growth in inclusive education practices and recommends asking three questions: Who are you? Who am I? What does it mean to be other? By interlinking the effects of exploring these three questions, we propose multiperspectivism as a threshold concept. We suggest that multiperspectivism could inform curriculum design of teacher education programmes, recognising the necessity of including multiple opportunities to engage with ideas of diversity and in how to teach with diversity in classrooms.

Item Type:	Article
Authors/Creators:	Beasy, K and Kriewaldt, J and Trevethan, H and Morgan, A and Cowie, B
Keywords:	teacher education, threshold concepts, inclusive teaching, troublesome knowledge, diversity, inclusion
Journal or Publication Title:	Australian Educational Researcher
Publisher:	Springer Netherlands
ISSN:	0311-6999
DOI / ID Number:	10.1007/s13384-019-00376-6
Copyright Information:	© The Australian Association for Research in Education, Inc. 2020
Related URLs:	Google Scholar: Beasy, K UTAS Profile: Beasy, K
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