A systematic review of research on how initial teacher education prepares teachers for work on discrimination, racism and prejudices in schools
Authors: Keles Serap , Munthe Elaine 
Published: January 2025

The preparation of future teachers for diversity, equity, and social justice is a complex task faced by Initial Teacher Education (ITE) programmes. While efforts are ongoing, research indicates that current programmes may not fully meet this challenge. Previous reviews have also highlighted conceptual and methodological gaps in this area, emphasising the need for deeper exploration. This systematic review synthesises the empirical evidence on interventions within ITE that address discrimination, racism and prejudice, by analysing the studies' characteristics, the interventions' formats, pedagogical approaches and targeted and achieved pedagogical outcomes. Based on a comprehensive literature search of relevant peer‐reviewed articles in three databases, 103 studies were selected as eligible. The findings were synthesised using qualitative thematic analysis. The results revealed that the interventions varied in format, including whole programmes, courses, practicum and immersion experiences. Pedagogical approaches included the use of literature, films, media, dialogue, critical reflection, among others. The outcomes were categorised as ‘awareness’, ‘capacity/skills’ and ‘emotional engagement’. Results show a main emphasis on creating awareness followed by building capacity/skills and finally evoking emotional engagement. Only a small percentage of studies addressed all three pedagogical outcomes, yet they underscore the importance of multifaceted approaches in ITE to equip future teachers with the necessary skills and awareness for diverse classrooms. The results emphasise the need for sustained and comprehensive interventions to effectively prepare teachers to tackle these challenges.

Context and implications

Rationale for this study: ITE programmes face challenges in preparing future teachers to address discrimination, racism and prejudice. This review synthesises interventions designed to equip pre‐service teachers (PSTs) to promote diversity and social justice.

Why the new findings matter: The study provides teacher educators with insights into research‐based approaches to preparing future teachers, and their intended and unintended consequences, highlighting areas of importance for teacher educators to be aware of.

Implications for practitioners, policy makers and educators: The review indicates the need for adopting diverse formats and pedagogical strategies, including reflective practices and critical pedagogy, to foster critical thinking, racial literacy and emotional engagement in PSTs. For practitioners, understanding the emotional and practical impact of teaching about race and prejudice is essential for effective engagement with students. Emotional engagement, often an unintended outcome, must be recognised as integral to transformative learning. Educators should be prepared to address emotional reactions like discomfort or guilt and use them constructively. Policy makers should support the inclusion of sustained, comprehensive interventions that address social justice, ensuring teachers are better prepared for diverse classrooms.