Introduction

Teachers are well positioned to be the active agents of inclusive education systems as they are increasingly called upon to welcome children and youth with diverse backgrounds and life experiences into their classrooms. School classrooms are becoming increasingly racially, ethnically, and linguistically diverse, yet in most countries the teaching population is marked by a lack of diversity and two decades ago, Christine Sleeter (2001), among others, called for a teaching profession comprising excellent multicultural and culturally responsive teachers. Teacher education can play a critical role in shaping their teacher candidates' future teaching practice and in turn student learning (i.e., Darling-Hammond et al., 2010; Ingvarson & Rowley, 2017) yet it is clear that there are gaps in how we prepare teachers to meet the needs of marginalized students.