It is widely acknowledged that the development of just teachers, teachers who ensure that all students have access to a high-quality education regardless of their background, is essential within initial teacher education (ITE). Teacher bias can significantly impact the educational experiences of some children and contribute to educational inequality. This interpretative study aims to explore the experiences of pre-service teachers in the journey of their development as a just teacher. To support this goal, a professional development framework involving engagement with arts-based workshops and school placement in a diverse education setting was designed, implemented, and researched to enable pre-service teachers to confront their bias. Pre-service teachers in this study were enrolled in year three of a four-year B. Ed program in an ITE college in Ireland. The design of this interpretative study is subdivided into two phases. Phase One draws on the reflective journals of pre-service teachers' engagement in arts-based workshops. The workshops sought to enable pre-service teachers to develop awareness of their bias. Thirty pre-service teachers took part in phase one. Phase two involves ten semi-structured interviews to explore how school placement supports pre-service teachers' development as just educators. Data was analysed using reflective thematic analysis. Findings indicated that the professional development framework supported pre-service teachers' personal and professional learning. Key conclusions from this study offer possible implications for pedagogical design and research in ITE