Teacher education students’ experiences navigating inherent requirements within their courses of study
Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the development of a statement of inherent requirements for a large school of education in an Australian university. Drawing on critical disability perspectives, the results are presented from a survey conducted with students enrolled in teacher education courses.