Transforming beliefs: teacher candidates’ orientations toward inclusion and diversity in teacher education

Increasingly diverse school populations require teacher education programmes that foster inclusive teaching practices. Despite frameworks such as culturally responsive pedagogy, Universal Design for Learning and self-regulated learning, implementation can be constrained by teacher candidates' beliefs, knowledge and teaching efficacy. This study explored how teacher candidates' orientations towards inclusion and diversity developed during an eight-week, 36-hour educational psychology course in Western Canada. Guided by transformative learning theory, the course incorporated reflection, collaborative dialogue, case studies and inquiry projects designed to challenge assumptions and promote equity-focused teaching. Written reflections from 21 teacher candidates were analysed thematically and supplemented by qualitative frequency analysis. The findings indicated that although candidates began with generally positive views of inclusion, their perspectives shifted toward greater attention to relational and socio-emotional dimensions, including belonging, safety and well-being. Growth was also evident in recognition of bias and openness to learning, alongside increased valuing of instructional practices such as modelling inclusive behaviours and embedding diverse perspectives in curricula. The findings highlight the value of teacher education that frames diversity as an asset and provides structured opportunities for reflection, dialogue and practice. Such coursework may deepen inclusive orientations and strengthen candidates' capacity to create equitable learning environments that support diverse learners.