Table of Contents

1 ‘Third wave’ politics in teacher education: Moving beyond binaries.- 2 Primary Specialisation in Australian Education: Pre-service Teacher’s Lived Experiences.- 3 The Interplay between Technology and Teaching and Learning: Meeting Local Needs and Global Challenges?.- 4 Internationalisation of NZ tertiary education: Supporting international students’ adjustments to learner-centred education.- 5 Study Abroad Programs: Are they an effective tool for developing a social justice standpoint for preservice teachers?.- 6 The Emotional Work of Being an Assessor: A Reflective Writing Analytics Inquiry into Digital Self-Assessment.- 7 Responding to Teacher Quality through an Evidence-informed Wellbeing Framework for Initial Teacher Education.- 8 Pre-service Teacher perceptions of LANTITE: Complexity theory in action?.- 9 Discourses of Quality in Australian Teacher Education: Critical Policy Analysis of a Government Inquiry into the Status of the Profession.- 10 Teacher Education and the International Baccalaureate: Where is the Evidence?.- 11 Pūrākau-a-iwi and Te Tiriti o Waitangi: Reshaping teacher identities, practices and positioning in the contexts of globalisation.- 12 Responding to superdiversity whilst upholding Te Tiriti o Waitangi: Challenges for early childhood teacher education in Aotearoa New Zealand.- 13 “I think that’s my job”: What motivates teachers to partner with teacher educators in ITE?.- 14 Learning by doing: the challenge of aligning theory and practice in school-based, post-graduate, teacher education programmes.- 15 Graduate perspectives of work integrated learning in fully online initial teacher education: a global imperative.- 16 ‘Birds of a feather flock together!’: rural teacher recruitment policy and retention in and for hard-to-staff Ugandan schools.- 17 Teacher Professional Development, the Knowledge-Rich School Project and the Curriculum Design Coherence Model.- 18 Reflecting on Japanese Teacher Education by Looking Globally at Teacher Education through a Policy Learning Lens.- 19 Upgrading professional learning communities to enhance teachers' epistemic reflexivity about self-regulated learning.- 20 TEMAG reforms, teacher education and the respatialising effects of global-local knowledge politics.

About the Author

Jillian L. Fox is a Senior Lecturer at the Faculty of Education and Arts, Australian Catholic University. She is an experienced early childhood teacher who has worked with both preservice and practicing teachers in Australia and China. Her areas of teaching and research expertise include work integrated learning, mentoring, and early years education. In 2017, Jillian won the Vice Chancellor’s Award for Innovation for her work on establishing a university-wide integrated online learning platform.
Colette Alexander is a Senior Lecturer at the School of Education, Australian Catholic University. She is an experienced teacher educator who has worked with both preservice and practicing teachers at public and private institutions. Her current research and teaching areas focus on research methodology, policy and assessment. Colette is the Project Lead for the implementation of the Graduate Teacher Performance Assessment (GTPA) at the School of Education, andis an early career researcher working with the Institute for Learning Sciences and Teacher Education (ILSTE).
Tania Aspland is a Professor of Teacher Education who provides high-level advice on teacher education, governance and policy. She is the President of the Australian Council of Deans of Education and a member of various boards for the Australian government. She also works closely with government directors and leaders of school education, private providers, and the Catholic and independent sectors.