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The argument is developed through five “turning point moments” as reflective narratives. Using epistemic reflexivity, the study highlights risks of homogenising teaching, advocating equity-focused inclusive approaches. It critiques standardised, one-size-fits-all entry requirements and recommends valuing diverse pathways for learners from all representations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/harmonising-the-rhythm-of-drumming-with-the-silence-of-meditation-an-autoethnography-of-initial-teacher-education-ite/594325/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/harmonising-the-rhythm-of-drumming-with-the-silence-of-meditation-an-autoethnography-of-initial-teacher-education-ite/594325.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method does the paper use to examine the tension between standardisation and inclusion?","Question",{"text":112,"@type":113},"The paper uses autoethnography, articulated through five “turning point moments” drawn from the author’s professional journey across a 20-year career in ITE.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study identify as a key risk of current ITE reforms?",{"text":117,"@type":113},"It argues that prioritising standardisation over individualisation can homogenise the teaching profession, creating a uniform workforce that fails to reflect the diverse needs of modern classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach does the paper recommend regarding entry into teacher programs?",{"text":121,"@type":113},"It recommends an equity-focused inclusive approach that embraces learners of all representations and values diverse pathways to qualify for entry into teacher programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594325,1792190979,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Harmonising the Rhythm of Drumming with the Silence of Meditation: An Autoethnography of Initial Teacher Education (ITE)  \nEloise Thomson  \nMelbourne Polytechnic  \nAbstract: This article presents an autoethnographic examination of how my professional experiences inform and resist the cultural swing towards over standardisation in Initial Teacher Education (ITE) over the past twenty years. This has been articulated through five ‘turning point moments’ as reflective narratives from my professional journey.  \nDrawing on epistemic reflexivity, this study highlights the risks of homogenising the teaching profession, arguing for an equity-focused approach that values diverse pathways and fosters inclusive  \nclassrooms. From this perspective, the paper critiques the current trends towards standardised, one-size-fits-all ITE entry requirements and conforming curriculum. The findings suggest the potential risks of such homogenisation and uniformity of the teaching profession that fails to reflect the diverse needs of modern classrooms. The paper  \nrecommends an equity-focused inclusive approach that embraces  \nlearners of all representations to qualify for entry into teacher  \nprograms.  \nIntroduction  \nPolitical scrutiny of Initial Teacher Education (ITE) is a global trend, with numerous reviews aimed at improving educational quality and increasing graduates of ITE to meet the demand for inclusive education (Darling-Hammond, 2017; Louden, 2008; Mockler, 2023; See & Gorard, 2020). According to the Victorian Government,“inclusive education means that all members of every school community are valued and supported to fully participate, learn, develop and succeed within an inclusive school culture”(DET, 2024, para 1.) . Furthermore, stemming from a range of international conventions such as the United Nations Convention of the Rights of The Child (United, Nations, 1989), Mparntwe (Alice Springs) Education Declaration (Education Council, 2019), and Australia’s Youth Policy Framework (Australian Government, 2021), the focus of inclusive education has been on ensuring Australia’s education system is one that embraces and values diversity. Despite these ambitions, current ITE reforms often prioritise standardisation over individualisation, limiting access to diverse candidates who could enrich inclusive classrooms. This paper uses autoethnography to explore these tensions, reflecting on key professional moments that illustrate the challenges of reconciling standardisation with the need for an inclusive teaching workforce.  \nThe key to actioning this ambition of inclusive education largely rests with ITE providers. In Australia, the overhaul of ITE can be depicted as extensive and continuous, with an exhausting 103 reviews undertaken since 1979 (Louden, 2008; Low, 2023; Mayer, 2014) . According to Dinham (2013)“in Australia, there has been, on average, one major state or national inquiry into teacher education every year for the past 30 years. No other program of  \nprofessional preparation has been thought to warrant such scrutiny”(p. 91) . This appears tobe a trend that sees no end.  \nThe most recent reform was led by the Teacher Education Expert Panel (TEEP), formed in 2023. The TEEP, established by the Australian Government, seeks to enhance the performance of ITE by raising its graduation rates and ensure new teachers are well-prepared for the classroom (Scott et al., 2023). Thus, it presented major reforms to core content as embedded within the ITE programs, focused on science-led, evidence-based practices, pedagogies, and classroom management skills (Scott et al., 2023) . Furthermore, the Australian schools are grappling with significant teacher shortages, making talent acquisition a pressing issue. This shortage impacts national and state governments, ITE providers, as well as schools (Darling-Hammond et al., 2023) .  \nThere is widespread recognition of the critical importance of providing high-calibre ITE programs that equip graduates w","cbCairhpyYIVhKGw","https://ap.wps.com/l/cbCairhpyYIVhKGw","pdf",295434,17,"English","# Abstract\n# Introduction\n# Autoethnography","[{\"question\":\"What method does the paper use to examine the tension between standardisation and inclusion?\",\"answer\":\"The paper uses autoethnography, articulated through five “turning point moments” drawn from the author’s professional journey across a 20-year career in ITE.\"},{\"question\":\"What does the study identify as a key risk of current ITE reforms?\",\"answer\":\"It argues that prioritising standardisation over individualisation can homogenise the teaching profession, creating a uniform workforce that fails to reflect the diverse needs of modern classrooms.\"},{\"question\":\"What approach does the paper recommend regarding entry into teacher programs?\",\"answer\":\"It recommends an equity-focused inclusive approach that embraces learners of all representations and values diverse pathways to qualify for entry into teacher programs.\"}]","Harmonising the Rhythm of Drumming with the Silence of Meditation - An Autoethnography of Initial Teacher Education (ITE) | PDF",1792078946,43]