Through Their Eyes

A Focus Group Discussion of Diversity and Equity in Teacher Education

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.