Reflections on enhancing pre-service teacher education programmes to support inclusion: perspectives from New Zealand and Australia

Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by changing worldwide policy frameworks around inclusion, are occurring, albeit slowly. After briefly reviewing international trends and key policy and legislation platforms in New Zealand and Australia, this paper explores some of the challenges in enhancing PSTEPs to take on more inclusive perspectives and content. Examples of innovative changes in one programme in New Zealand and one in Australia are then described and discussed, particularly around how these changes seek to address these challenges. Some key facilitators for enhancing PSTEPs are put forward, namely positioning and embedding policy and practice in national and international contexts; embracing practices; working with the broader education faculty around the integration of course structures and content; listening to the views of practicing teachers; exploring pre-service teachers’ values, beliefs, attitudes, knowledge and concerns about engaging with and teaching students with diverse learning needs; building evidence-based programming and instructional knowledge, skills and practices for effective differentiation and adjustments; contributing to authentic mentoring networks; and encouraging professional development planning.