Abstract
I offer this critical essay as a reminder of the prevalence of unproven negative dialogue about Initial Teacher Education (ITE) in New Zealand, taking selection practices as an example. The focus of this critical essay is the evidence base about selection of students into English-medium undergraduate ITE programmes. In New Zealand and elsewhere, selection practices suggest that there are some people who are suited to teaching and others who are not and that we can, and should, screen out unsuitable people before entry. I make a case for examining taken-for-granted assumptions about selection and developing research informed selection practices in response to calls for increased diversity in the profession.
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