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Practising What You Teach: Inclusive Approaches to Equality Diversity and Inclusion with Primary School Student Teachers

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Title: Practising What You Teach: Inclusive Approaches to Equality Diversity and Inclusion with Primary School Student Teachers
Language: English
Authors: Sian E. Jones (ORCID 0000-0002-2399-1017), Louise McGlynn (ORCID 0009-0002-4631-2483), Kieran Taylor (ORCID 0009-0005-2392-1747), Jasmeena Minhas, Clare Uytman (ORCID 0000-0001-6425-7268)
Source: Scottish Educational Review. 2025 56(1-2):68-91.
Availability: BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/ser/ser-overview.xml
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Elementary School Teachers, Inclusion, Student Diversity, Equal Education, Student Attitudes, Social Bias, Social Justice, Low Income Groups, Minority Groups, Racism, Ethnicity, Sexual Orientation, Gender Identity, LGBTQ People, Attitudes toward Disabilities, Student Needs
Geographic Terms: United Kingdom (Scotland)
DOI: 10.1163/27730840-bja10021
ISSN: 0141-9072
2773-0840
Abstract: Equality, diversity and inclusion are values deeply embedded in teacher education in Scotland. For this reason, courses in teacher education provide an opportunity for students, and indeed their educators, to critically reflect upon the ways in which Education (re)produces and may break down social inequalities. Students at one Scottish university following a course to become primary school teachers engage with a module called 'Inclusive Practice: Difference and Diversity'. The module uses inclusive pedagogies to model and to explore equality, diversity and inclusion in the primary classroom, using the National Framework for Inclusion. Feedback from students indicates that they leave the module with the confidence to take helpful action regarding the inequalities and injustices they may see later in their career. This paper is intended to provide a reflection on this teacher education module with a view to encouraging readers to consider the importance and value of embedded inclusive practice within initial teacher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477861
Database: ERIC
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  Data: Practising What You Teach: Inclusive Approaches to Equality Diversity and Inclusion with Primary School Student Teachers
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  Data: <searchLink fieldCode="AR" term="%22Sian+E%2E+Jones%22">Sian E. Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2399-1017">0000-0002-2399-1017</externalLink>)<br /><searchLink fieldCode="AR" term="%22Louise+McGlynn%22">Louise McGlynn</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-4631-2483">0009-0002-4631-2483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kieran+Taylor%22">Kieran Taylor</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-2392-1747">0009-0005-2392-1747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jasmeena+Minhas%22">Jasmeena Minhas</searchLink><br /><searchLink fieldCode="AR" term="%22Clare+Uytman%22">Clare Uytman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6425-7268">0000-0001-6425-7268</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Scottish+Educational+Review%22"><i>Scottish Educational Review</i></searchLink>. 2025 56(1-2):68-91.
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  Data: BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/ser/ser-overview.xml
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Groups%22">Low Income Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Orientation%22">Sexual Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Identity%22">Gender Identity</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink>
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  Data: Equality, diversity and inclusion are values deeply embedded in teacher education in Scotland. For this reason, courses in teacher education provide an opportunity for students, and indeed their educators, to critically reflect upon the ways in which Education (re)produces and may break down social inequalities. Students at one Scottish university following a course to become primary school teachers engage with a module called 'Inclusive Practice: Difference and Diversity'. The module uses inclusive pedagogies to model and to explore equality, diversity and inclusion in the primary classroom, using the National Framework for Inclusion. Feedback from students indicates that they leave the module with the confidence to take helpful action regarding the inequalities and injustices they may see later in their career. This paper is intended to provide a reflection on this teacher education module with a view to encouraging readers to consider the importance and value of embedded inclusive practice within initial teacher education.
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