This paper presents an overview of the concept of inclusive pedagogy, conceptualised as an approach to teaching that focuses on extending what is generally available to everyone (as opposed to providing for all by differentiating for some) while taking into account that there will be differences between learners. It considers the concept of phronesis as a tool for exploring questions about teacher decision-making in relation to inclusive pedagogy and how phronesis might be taught. To this end, we review some of the ways in which phronesis has been used in teacher education, and consider the potential of broadening the term based on a Heideggerian rather than Aristotelian conceptualisation of it. We consider whether this broader conceptualisation may help to facilitate the development of teachers to understand the limitations inherent in traditional approaches to learner difference and adopt an inclusive pedagogical approach instead.

The complexity of practicum in Initial Teacher Education, in terms of the range of diverse social relations and differing school contexts, provides a challenge for teacher educators worldwide, aiming to guide and shape opportunities for student teachers learning to teach. This challenge is further compounded by societal problems linked to child poverty. Drawing from social capital theory, this paper explores the kinds of social relations that are currently associated with student teachers' practicum experience in schools located in areas of social and economic deprivation or with significant proportions of pupils living in poverty. The paper surfaces types of social relations that are beneficial to mitigating the effects of poverty on educational outcomes. The case is made that practicum does not currently support the principles of social capital theory by enabling student teachers to develop an understanding of how to make connections, and develop the social relationships required to support positive educational outcomes for the children and young people in such contexts. Findings indicate that more effective 'joint practice' is required to better support student teachers' professional learning.

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