Accept or challenge? Exploring the experiences of pre‐service teachers from minoritised groups

Abstract The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritised groups in England. Drawing on findings from the 2017 Runnymede Trust Report, which highlighted Bristol's lack of racial diversity within the teaching community, this paper explores the experiences of a group of pre‐service teachers on university teacher education routes who are minoritised within the general teaching population. The identified lack of diversity in the teacher workforce extends beyond race to other aspects of identity and representation in the classroom and is mirrored in teacher education. A series of focus group interviews were conducted across a 9‐month period. Results are presented as vignettes to capture the voice of minoritised participants. The findings have implications for the recruitment and retention of a diverse teacher workforce, as well as highlighting the need to ensure a sense of belonging for all pre‐service teachers entering the teaching community. This paper proposes a model relating to the analysis of critical incidents, which aims to inform future research into how pre‐service teachers respond to critical incidents regarding their identity. This model seeks to clarify tensions in the diverse lived experiences of pre‐service teachers and helps to explore the importance of context.