Abstract:

This article explores the importance of diversity and inclusion in teacher education. It discusses definitions of diversity and inclusion in teacher education and examines policies that inform the education of student teachers in the field of inclusion. The article further explores approaches to embedding diversity and inclusion in teacher education, including examples of good practices. Concluding remarks emphasize the need to educate about, to, and for diversity and inclusion, highlighting the role of research, collaborative efforts, evidence-based policies, innovative practices, and a commitment to radical love in promoting inclusive societies.
The article highlights the significance of diversity and inclusion in teacher education. It emphasizes the need for teachers to have an in-depth understanding of inclusive education, as research shows that such understanding leads to more positive attitudes and better preparedness to implement inclusive practices. (Krischler et al., 2019, McKay, 2015, Rayan, M. et al., 2020)
The integration of diversity themes across subjects and the establishment of dedicated modules on inclusion in teacher education programs are discussed as strategies to cater to diversity and inclusion. Clear definitions of diversity and inclusion in the context of teacher education are provided. Inclusion is defined as the active process of ensuring equal access, participation, and opportunities for all learners.
We explored the policies and frameworks that inform the education of student teachers in the field of inclusion. International conventions and national acts, such as the United Nations Convention on the Rights of Persons with Disabilities and the Education for Persons with Special Educational Needs Act, are highlighted. Inclusive education frameworks, policies on sports participation for people with disabilities, and global initiatives like UNICEF's Disability Inclusion Policy and Strategy are also discussed.
Various approaches and strategies for embedding diversity and inclusion in teacher education are explored. Pedagogical innovations, including the integration of methodologies from non-formal education, transformative and socio-constructivist learning models, and technology-enhanced learning, are discussed. Creating opportunities for students to experience diversity during teacher education programs through workshops, roundtables, and awareness campaigns is highlighted. The article also presents an example of a local project involving students with intellectual disabilities co-creating a module on inclusion.
Critical pedagogies, such as culturally responsive and trauma-informed pedagogies, are advocated. The application of universal design for learning principles at all levels is discussed. The article emphasizes the significance of research at local, national, and international levels to inform theory and policies in the field of diversity and inclusion.
The article emphasizes the need to educate about, to, and for diversity and inclusion, considering it a fundamental human right. The role of education in leading inclusion efforts is highlighted, and the importance of investigating attitudes towards diversity and inclusion is emphasized. The article advocates for collaborative efforts, evidence-based policies, innovative practices, and a commitment to radical love to combat prejudices, stereotypes, discrimination, and exclusion.

Keywords:

Diversity, inclusion, teacher education, pedagogical innovation, ID+project, New Avenues to Teaching.