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Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators’ views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching  about  and  to  diversity, rather than teaching  for  diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today’s diverse classrooms.

Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?