From the editor: Equity in teacher education and development

‘Who gets ahead?’ This question was the basis of a 12-month study conducted by Wilson et al. (2006) examining how the intersectional experiences of disability, age, ethnicity and gender affect teachers’ career prospects. Their findings painted a picture of structural and systemic inequities, biases and discrimination that served to hinder the career trajectories and professional development of women, racially minoritised, older and disabled teachers. Twenty years on, revisiting this same question provides a window through which to view how far the profession has progressed in understanding and challenging inequities that affect recruitment, development, progression, retention and diversity of pre-service and in-service teachers and educational leaders.