Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education.

Item Type:	Refereed Article
Keywords:	diversity, inclusive education, reflexive
Research Division:	Education
Research Group:	Education systems
Research Field:	Teacher education and professional development of educators
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Morgan, J (Mrs Jenny Morgan)
ID Code:	89097
Year Published:	2013
Web of Science® Times Cited:	19
Deposited By:	Education
Deposited On:	2014-02-25
Last Modified:	2014-06-18
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