Like many other nations, Australia is experiencing a crisis in its school workforce. The number of applications into initial teacher education programmes is on the decline causing some universities to reduce offerings, teacher attrition is on the rise, and leadership positions remain unfilled. At the same time, student disengagement, school refusal and the use of disciplinary absences is on the rise, and there is concern about a stagnation, and in some cases a decline, in academic outcomes.

Workload and work intensity are real issues, leading to increasing rates of teacher/leader stress and burnout. A rise in the diversity and complexity of student learning and behaviour needs has been one of the key factors attributed to this. In response, the Commonwealth Government is pouring money into initiatives designed to upskill the profession, including through changes to initial teacher education programs and professional development for in-service teachers and leaders. Interestingly, the system itself is not under review.

This presentation will draw on research to better understand pre- and in-service teacher and school leader perceptions of student diversity and inclusive education, and the practices they use to support the learning of all students. It will explore how the notions of diversity and inclusion are understood by the different educator cohorts, possible influences on these understandings, and the impact on educator practice. It is only with this knowledge that programmes to help develop and grow practice can be designed to meet the needs of pre- and in-service teachers and school leaders.

Associate Professor Joanna Anderson, PhD is an Associate Professor of Educational in the School Education at the University of Adelaide. She is the Associate Head Learning and Teaching and a member of the UNITWIN/UNESCO Network on Teacher Education for Social Justice and Diversity in Education, were she leads the Inclusive Education sub-theme group.