Through Their Eyes
Abstract
Preparing teachers for diverse classrooms remains a central concern in educational research. This qualitative study examines how preservice teachers in Flanders, Belgium experience the ways diversity, equity, and social justice are addressed in their teacher education programs. Drawing on focus groups with 18 preservice teachers and using stimulus materials such as a “cake metaphor” and participant-selected objects, we conducted a thematic analysis of coursework and internship experiences. Findings highlight differences in how diversity is integrated across programs and underscore the importance of structured reflection and community-based placements in supporting more equitable classroom practices.
Fields of Study & Subjects
Teacher Education and Leadership Studies
Global Education and Multiculturalism
Art Education and Development
Publication details
- Journal / source
- International Journal of Multicultural Education
- Publisher
- Institute for Educational Research, Yonsei University
- Volume
- 28
- Issue
- 1
- Pages
- 159–184
- Publication date
- 22 April 2026