Social Belonging in initial teacher education: Experiences of culturally diverse preservice teachers in Australian universities

Belonging is widely recognised as a key factor shaping student engagement and persistence in higher education. However, less is known about how preservice teachers (PSTs) from culturally diverse backgrounds experience belonging within Australian initial teacher education. This study explores how culturally diverse PSTs describe their experiences of belonging and the conditions that shape these experiences. Through interviews with 22 culturally diverse PSTs, we identified three interrelated themes that influence belonging: social connections, learning environment, and self-efficacy beliefs. Findings indicate that multicultural peer engagement, inclusive pedagogical practices, and affirming school placements foster belonging, while social isolation, racial microaggressions, and perceived discrimination undermine it. For these PSTs, belonging emerged as a relational and dynamic process negotiated across university and school contexts. The study highlights the need for higher education institutions and schools to address belonging as a systemic concern to support culturally diverse PSTs’ professional confidence and transition into the teaching profession.