Michigan State University

Teacher Education

Your expertise is wanted!

We welcome your help in curating this bibliography. To suggest additional resources, comments, or insights related to inclusive teaching, please contact the following librarians directly, or fill out this form.

MSU Researcher Highlight

Dr. Angela Kolonich, Dr. Gail Richmond, and Dr. Joseph Krajcik from MSU's CREATE for STEM institute recently published an article titled, "Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms." The article is a framework on inclusive science education as a pedagogical shift to promote equity in science. 

We want to feature MSU research on our website. If that is you or someone else you know, please contact the subject librarian(s) above, and we'll highlight it on our page!

Databases & Terms Searched: 

The two main databases consulted in order to begin this list were Education Full Text and ERIC. Using the keywords "teacher education," "teacher training,"  and "pre-service teachers" to refocus the search specifically to pedagogy in teacher education programs, curricula and courses yielded more targeted results. Other helpful keywords included “anti-racist pedagogy,” "classroom environment," "critical pedagogy," and "teacher education pedagogy." We found that “inclusive teaching” as a search phrase often refers specifically to K-12 special education settings.


Inclusive pedagogy is ubiquitous to education literature; there is a large body of research focusing on preparing teachers to create inclusive learning environments for their students (see Akiba, Hachfield et. al., Warren & Hotchkins, and Gao et. al. as examples). Along this line of research, themes related to inclusive teaching include integration of special needs students, transformative and culturally responsive pedagogies and social justice. Several articles discussing the experiences of pre-service teachers of color in teacher education programs emerged, including articles from Kates, Amos, Vasquez, Jackson, Bower-Phipps et al, Szecsi & Spillman, and Teo. Critical race theory and whiteness in relation to TE classrooms are discussed by Brown, Chung & Harrison, and Matias, while queer theory is addressed in Murray's anthology.

Relevant Journals: 

Journal for Critical Education Policy Studies

International Journal of Inclusive Education

New Directions for Teaching and Learning

Journal of Diversity in Higher Education

Intercultural Education‎

Multicultural Education

Race, Ethnicity and Education

Urban Education

Equity & Excellence in Education

Gender & Education


Teacher Education

Warren, C. A., & Hotchkins, B. K. (2015). Teacher education and the enduring significance of "false empathy." Urban Review: Issues and Ideas in Public Education, 47(2), 266-292.

Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers’ professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44–55.

Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658-697.

Gao, W., & Mager, G. (2011). Enhancing preservice teachers' sense of efficacy and attitudes toward school diversity through preparation: A case of one U.S. inclusive teacher education program. International Journal of Special Education, 26(2), 92-107.

Jackson, T. O. (2015). Perspectives and insights from preservice teachers of color on developing culturally responsive pedagogy at predominantly white institutions. Action in Teacher Education, 37(3), 223-237.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97

Amos, Y. T. (2010). “They Don’t Want to Get It!” Interaction between Minority and White Pre-Service Teachers in a Multicultural Education Class. Multicultural Education, 17(4), 31–37.

Ball, A. F., & Tyson, C. A. (Eds.). (2011). Studying diversity in teacher education. Lanham: Rowman & Littlefield Publishers.

Bennett, C. I. (2002). Enhancing ethnic diversity at a Big Ten university through Project TEAM: a case study in teacher education. Educational Researcher, 31(2), 21–29.

Bower-Phipps, L., Homa, T. D. ., Albaladejo, C., Johnson, A. M., & Cruz, M. C. (2013). Connecting with the “Other” Side of Us: A Cooperative Inquiry by Self-Identified Minorities in a Teacher Preparation Program. Teacher Education Quarterly, 40(2), 29–51.

Brooks, M., West-Olatunji, C., Blackmon, A. T., Froelich, K., De La Torre, W., Montano, T., Smith, R. J. (2012). Minority-Serving Institutions and Their Contribution to Advancing Multicultural Teacher Education Pedagogy. Education, 133(2), 349–360.

Brown, K. D. (2014). Teaching in Color: A Critical Race Theory in Education Analysis of the Literature on Preservice Teachers of Color and Teacher Education in the US. Race, Ethnicity and Education, 17(3), 326–345.

Chung, J. Y., & Harrison, L. M. (2015). Toward an Ethnic Studies Critique for Teacher Education. Multicultural Perspectives, 17(1), 4–12.

Jones, S. (2012). Trauma narratives and nomos in teacher education. Teaching Education, 23(2), 131–152.

Kates, L. R. (2010). Student Perspectives on Transfer and Articulation: Implications for Teacher Education Pedagogy and Practice. New Educator, 6(1), 30–55.

Matias, C. E. (2016). “Why do you make me hate myself?”: Re-teaching Whiteness, abuse, and love in urban teacher education. Teaching Education, 27(2), 194–211.

Murray, O. J. (2015). Queer inclusion in teacher education: bridging theory, research, and practice. New York, NY: Routledge.

Szecsi, T., & Spillman, C. (2012). Unheard Voices of Minority Teacher Candidates in a Teacher Education Program. Multicultural Education, 19(2), 24–29.

Teo, T. W. (2014). Hidden Currents in the STEM Pipeline: Insights From the Dyschronous Life Episodes of a Minority Female STEM Teacher. Theory Into Practice, 53(1), 48–54.

Vasquez, R. (2015). Male Pre-service Teachers of Color: A Critical Race Theory Analysis of their Perspectives (Ph.D.). The University of Wisconsin - Madison, Ann Arbor.

Aragón, Oriana R., Dovidio, John F., & Graham, Mark J. (2017). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. Journalof Diversity in Higher Education. 10(3),  201-215

Schmid,M.E., Gillian-Daniel,D.L., Kraemer, S. & Kueppers, M.(2016. Promoting Student Academic Achievement Through Faculty Development about Inclusive Teaching. Change: The Magazine of Higher Learning, 48(5) 16-25, DOI:10.1080/00091383.2016.1227672

Kolonich, A., Richmond, G., & Krajcik, J. (2018). Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-dimensional Science Classrooms. Journal of Science Teacher Education. (29)8, 693-711. doi:10.1080/1046560X.2018.1500418

Contact Info

Elizabeth Webster
Education and Children's & Young Adult Literature Librarian