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What resonates with you after listening to the results? What is missing? What is surprising? 

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What resonates with you after listening to the results? What is missing? What is surprising? 

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To what extent is equity and diversity core to your programme? 

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To what extent is equity and diversity core to your programme? 

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To what extent are equity and diversity practices enacted in your module(s)?

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To what extent are equity and diversity practices enacted in your module(s)?

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What sources at institutional, national, and European level are you relying upon in enacting equity and diversity practices? (i.e., policies, literature, teaching resources)

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What sources at institutional, national, and European level are you relying upon in enacting equity and diversity practices? (i.e., policies, literature, teaching resources)

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What is needed to enhance equity and diversity in teacher education?  What is needed to enhance equity and diversity in teacher educators' professional development?

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What is needed to enhance equity and diversity in teacher education?  What is needed to enhance equity and diversity in teacher educators' professional development?

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It would be interesting to unpack what is meant by this term?

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I love a framework for teacher educators that sets out to focus us on challenging our own frame of reference for equity and diversity ....

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Really interesting to see the diversity of the way other ITEs are addressing diversity and equity - we are often in the dark about what others are doing in our own discipline, but in different universities.

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Lack of PD for teacher educators.

Expertise stays with the experts - what about the methodologists, for example?

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It is foundational, and central. It would be very difficult to ignore it, or teach future teachers without it - there's no going back! :)

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It's core for the students. Teacher educators may be lagging behind....

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Yes, core across all the ITE programmes. GCE, Social Justice Pedagogies, UDL, Restorative Practice

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Core foundational modules on EDI but not always connected. Some disciplines have discipline specific EDI modules - others don't. Challenge in getting connectedness across programmes/modules. Céim has brought opportunity as a framework and Ubuntu good work too.

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Yes, core to modules across the ITE programmes. GCE, Social Justice, UDL, Restorative Practice.

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UBUNTU

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Core to the programmes - lead by HOD. New module being integrated into programmes next year. Lots of new committees are currently being developed in the university.

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We discussed in the breakout room the extent to which early childhood education is strong in including E&D rhetoric in module outlines and there is some evidence from the mapping to date that early childhood and youth documents have a stronger focus.

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While there is an overcrowded ITE curriculum, diversity and equity is still shot through many/most modules. Many students do focus on this area in their assignments.

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Need for professional development for all teacher educators. It's currently left too the individual to upskill. Too many feeling their knowledge, understanding is inadequate. Pre-service teachers need to see all their teacher educators incorporating equity and diversity their practice and leading students to consider how best to apply it in own practice

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Integrated into many modules but not in some, particularly modules that are common across different programmes and may not be taught by a lecture involved in teacher education.

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Very significantly - two core modules in both undergrad and PME programmes

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Very significantly - two core modules in both undergrad and PME programmes

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One focuses on the dimensions of gender, social class, sexuality, race, ethnicitiy and religion

Another focuses on neurodiversity and inclusive education.

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Central component of assignments and assessment practices. Case studies are presented for ST engagement. Ongoing group discussions occur throughout lecturers, UDL has become a key focus of ST development throughout SP. Modelling from Treoraí.

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Equity and diversity are core in our programmes, but consensus around definition/shared understanding is lacking.

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Yes, it is aligned with the programme values and is a core area.     

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Yes, it is aligned with the programme values and is a core area.     

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Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC)

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Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC)

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The Reference Framework of Competences for Democratic Culture (RFCDC) - Reference Framework of Competences for Democratic Culture - www.coe.int

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The Reference Framework of Competences for Democratic Culture (RFCDC) is a set of materials that can be used by education systems to equip young people with all of the competences that are needed to take action to defend and promote human rights, democracy and the rule of law, to participate effectively in a culture of democracy, and to live peacefully together with others in culturally diverse societies.

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As a school of Teacher Educators from a range of disciplinary backgrounds (School Teachers, Psychologists, Sociologists, etc.), we bring a range of philosophical understandings of equity and diversity.

However... we lack diversity as a group.

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CTL in UL, Ubuntu Network, Colleagues (dialogue with peers), literature in the area of GCE ....

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The work and expertise within the University EDI Office supports both teacher educators and student teachers in exploring this area and integrating equity and diversity related issues and topics within modules. Lesson planning requires students to identify activities and approaches, and to reflect on E&D practices.  In addition a new module on Education for Inclusivity and Diversity is being delivered. 

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The work and expertise within the University EDI Office supports both teacher educators and student teachers in exploring this area and integrating equity and diversity related issues and topics within modules. Lesson planning requires students to identify activities and approaches, and to reflect on E&D practices.  In addition a new module on Education for Inclusivity and Diversity is being delivered. 

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CAST publications and research

Publications of Athena Swan

Céim ITE standards

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Yellow Flag, Ubuntu Network resources, Gender Identity and Gender Expression E-Resource, Civic Society organizations - Belong To, Policy, Legislation - equal status act

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Convention on human rights

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EDI policies, Athena SWAN

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CAST, Irish Refugee Council, Exchange House Ireland, National Traveller and Roma Inclusion Strategy 2017 – 2021, BelongTo, TENI

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probably core to programme, woven and integrated across modules, more emphasis in some modules than in others. Céim has been useful in terms of ensuring EDI across the ITE programmes

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CoE Framework of Ref for Democratic Culture.

CoE Recommendation on Plurilingualism and intercultural competence for democracy

CAST resources for UDL

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I think scholarly research on diversity is predominant... International mostly, and some Irish research from the DITE Project at University of Galway.

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One of the many interesting points that emerged from the break-out room I was in, was the notion of teacher educators working in a bubble relative to the context in which PSTs enter ... finding the space to discuss, problematise and dialogue with regards equity and diversity ...

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Ní Bhroin, Ó & King, F. (2020) Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans, European Journal of Teacher Education, 43:1, 38-63, https://www.tandfonline.com/doi/full/10.1080/02619768.2019.1691993

Sanger, C. S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In C. S. Sanger & N. W. Gleason (Eds.), Diversity and Inclusion in Global Higher Education: Lessons from Across Asia (pp. 31–71). Springer Singapore. https://doi.org/10.1007/978-981-15-1628-3_2

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How can we integrate ED into assessment? (that's what students care most about)

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How can we integrate ED into assessment? (that's what students care most about)

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...strategies to stealthily add diversity content across the ITE curriculum so it is not seen as a zero-sum game where adding more diversity content is seen as taking away from other areas. It is possible to do this in a non-zero-sum way, but we have to discredit the line of thinking of diversity being an 'extra' or the belief that we need to compete against other, similarly important areas to ITE.

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No discussion of why we need Equity and Diversity Education in the first place

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No discussion of why we need Equity and Diversity Education in the first place

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We do need to question why we need this education in the first place? What has caused a lack of diversity and inequity in the first place-those roots and history are important

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What does it mean to teach about ED in a largely homogenous space? What does it mean to do ED work given the visibility/invisibility dynamics of diversity? 

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What does it mean to teach about ED in a largely homogenous space? What does it mean to do ED work given the visibility/invisibility dynamics of diversity? 

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Distinction between undergrad and postgrad, you only have time and space to give people a sense/toolkit - starting point  

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Distinction between undergrad and postgrad, you only have time and space to give people a sense/toolkit - starting point  

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Core to your programme ... Breakout Room

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Core to your programme ... Breakout Room

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Yes generally, equity and diversity are core, yet little consensus evident with regards a definition. This perhaps relates to the make-up of the School/Department with multiple diverse disciples represented - psychology, sociology, geography etc. This however also contributes to a broader conceptualisation and understanding of equity and diversity.

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Does the mapping exercise just relate to levels 8 & ( teacher education or does it encompass the continuum of teacher education? (as equity and diversity also taught to in-service teachers who engage with the department/school)

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Core to your programme ... Breakout room 

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Core to your programme ... Breakout room 

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Initially, I am not sure, but yes it is a central value. The language of equity and diversity has changed so much in recent years - now more explicit as a result of Céim. Equity and Diversity are reflective of the values articulated by the Teaching Council of Ireland .... they could not be core .. but perhaps not explicit ... reflected across program values ... empathy, equality, inclusion ...

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Whilst a crude measure - reflected in credits awarded ... reflected in learning outcomes; a cultural aspect; the beliefs and values of the teacher educators; the lived experiences of TEs and PSTs ... however we teach and train in a bubble relative to the contexts we prepare PSTs for - which can be hard ...

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New module in ATU in Equity and Diversity; EDI office at ATU - we learn from them, they contribute to our programs (e.g. sexual violence); UDL; differentiated learning.

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We learn from our students ... our experiences as TEs are homogenous, we are less diverse .... and whilst our students are also quiet homogenous they bring more diversity to the classroom (e.g. gender). The challenge for us as TEs is that the sites of learning are different to those of our students... flipped classroom and role play may help and support. Also the importance of reflective practice

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Sensitivity to equity and diversity ... Breakout Room 

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Sensitivity to equity and diversity ... Breakout Room 

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PSTs can be very nervous and afraid to make a mistake ... PSTs are typically high achievers that have experienced success in the education system ... now they are being asked/invited to sit in the space of equity and diversity in their respective classrooms ..... Legislation and policy (for equity and diversity) are clunky and inaccessible at times which can make these conversation difficult ... fear with regards the correct lexicon .... See Scotens Project re: autism and language use.

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The rhetoric and tokenism of EDI verses access to the time and space to unpack ...

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Sometimes we are asked to 'take on' vales as ascribed by others rather than being provided with the space for democratic deliberation ... space for decent ... we perhaps 'take on' the values but only skin deep a we have not been afforded the time deliberate ...

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TE provides a context of a crowed architecture ... what is valued is assessed ... and what is assessed is valued ... we need time to interrogate .. to what degree are we being conditioned to take particular approaches ...

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Are TEs predisposed for decent? Is it fear or lack of confidence that preempts us form engaging in these deliberate conversations?

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Equity and Diversity Discourses are bring lead and driven by what is happening in schools ... therefore position TE and TEs as responsive .... we are fire fighting .. we need time to interrogate our own positions.. discover our own vulnerabilities ...

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It may be important to differentiate between undergraduates and PMEs.. they engage with the programs with different lived and life experiences... TE are busy programs - and therefore are limited in what they can deliver and facilitate ... we need to acknowledge the importance of life-long learning and professional development ... PSTs are provided with a tool-kit ... and then the knowledge of knowing the places/spaces where they can access these again across their career ...

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economic and financial wealth social capital - inequality / democracy

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Institution level and teacher education programmes in relation to equity and diversity.

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Competences  for democratic culture should be promoted

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Competences  for democratic culture should be promoted

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Broadening the conversation on equity and diversity

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Broadening the conversation on equity and diversity

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In relation of how to integrate assessment practices