Remote Learning and Teaching: Critical Perspectives of Equity, Diversity, and Inclusion in Teacher Education in Australia, New Zealand, Sri Lanka, and India

This chapter identifies opportunities and challenges faced by teacher educators and preservice teachers (PSTs) regarding remote learning and teaching, comparing two developed countries, Australia and New Zealand and two developing countries, Sri Lanka and India. In particular, the chapter explores Initial Teacher Education during the COVID-19 pandemic and the shift to remote teaching. Prior to the pandemic, in the experience of the authors, the pedagogy predominantly used by educators to teach PSTs across the globe was blended learning: teaching face to face on campus and online educational materials with opportunities for interaction online. Due to the COVID-19 lockdown and subsequent university closures, the need for adapting and implementing a virtual learning platform had emerged and has continued to facilitate academic affairs without interruptions. An investigation of critical perspectives and issues that have risen in equity, diversity, and inclusion amongst PST educators in Australia, New Zealand, Sri Lanka, and India, is undertaken via a literature review. In particular, the diverse issues that are unique in remote learning and teaching in the developed and developing nations educational settings are identified.