Titlebook: Inclusion and Social Justice in Teacher Education; Jenene Burke,Marcelle Cacciattolo,Dianne Toe Book 2024 The Editor(s) (if applicable) an

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The Role of Adult Perceptions When Interpreting and Facilitating Play-Based Learning for Children win the primary school context. However, research on play-based learning for children with impairments is scant, with existing literature tending to examine the efficacy of their individual play or of play interventions. This chapter explores adult perceptions of play drawing on research conducted wit

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Diversity, Equity and Belonging: Taking a Risk at Learningand teacher reflections, comments and artistic engagement over four years, this chapter explores the ways that specific classroom activities are designed and communicated in order to create an inclusive environment, and build a sense of belonging. Nine vignettes of . in Higher Education are used to

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Reframing Early Childhood Teacher Education to Support Equity and Access: The Practice Architecturesree-level qualifications to encourage people to join the teaching profession. This includes upskilling opportunities for educators currently working as diploma-qualified educators in the early childhood profession. Many of these educators are from diverse backgrounds and had found the prospect of ob

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Preparing Preservice Teachers for the Complexities of Working with Vulnerable and Marginalised Youngg preservice teachers for complex work with vulnerable and marginalised young people, focusing on young mothers. Barriers to school completion and the varying contexts experienced by students requires preservice teachers (PSTs) and teacher educators to critically examine dominant and disempowering d

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Waiting for Superman: The Challenge of Social Justice in Vulnerable Schoolsis highly diverse, stratified, and complex. Disparities between different regions, peoples, systems and policy implications have led some Initial Teacher Education (ITE) providers to ensure a dedicated focus within their teacher training programs towards the explicit development of teacher capacitie

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