Abstract
Progress towards inclusive education has been linked to the professional development of teachers, including their initial training. This study explores the range and nature of the experiences that students bring to a one‐year Post Graduate Certificate in Education course for prospective secondary teachers in England. The data was gathered through questionnaires given to the whole cohort. There was a high response rate although a consequence of this approach was a reliance on self‐reports. The analysis illustrates the diversity of experiences across the cohort that may impact on beliefs and attitudes of the individuals. If planning of teacher development is to be effective, providers need information of this type to inform their planning and delivery.