Primary Teacher Education has undergone a cornucopia of changes and reformations over the years. While there are ongoing issues around recruitment and retention, there is a concerning shadow that looms above some Muslim students in Higher Education in general, hampering their university experiences, denying them the opportunity of a more holistic journey to success. Parallel to a vast body of literature that outlines the difficulties faced by this particular group of students, there is a perturbing Muslim Awards Gap in HE, as well as an Awards Gap in Education and Teaching. The intersection of the two issues paves the way for this research: How do Muslim students negotiate their identity through the process of teacher education? A qualitative research design enables for an in-depth exploration of the lived experiences of Muslim trainee teachers through a Critical Muslim Theory lens.
