Section 1 Doing more than ticking accountability boxes: New ways to respond to reforms in ITE
1 Examining the initial impact of a Teaching Performance Assessment on Australian teacher education programs
2 Equipping primary pre-service teachers with a science specialisation: A case study of policy enactment at an Australian university
3 Developing elementary mathematics specialists: Program influences on content knowledge, beliefs and instructional practices
4 Beyond cream, off-white and beige: Finding slippages in accreditation for innovation in professional experience
Section 2 Creating new relationships and powerful teacher education partnerships: The potential of 'alliances'
5 Building transdisciplinary professional practice capabilities in early childhood teacher education
6 Collaborating to work with and against the grain: Reshaping outbound mobility programs (OMPs) in pre-service teacher education
7 Supporting the continuum of teacher education through policy and practice: The inter-relationships between initial, induction and continuing professional development
Section 3 Nurturing trust in heavily regulated environments: Assessment policy and its impact on teacher education programs
8 In the eye of the perfect storm: Teacher educators' role and responsibility in preparing assessment capable teachers
9 Acknowledging the assessment ecology in preparing assessment capable pre-service teachers in Australia and New Zealand
10 Teacher educator's assessment priorities: An Australian Delphi inquiry
Section 4 Developing an agentive professional self?: Supporting the next generation of teachers
11 Learning the 'emotional rules' of teaching: Constructing the emotionally authentic professional self
12 Innovative approaches used to prepare pre-service teachers to activate learning with digital technologies
13 Teacher educators' epistemic reflexivities: Deliberations for teaching to/about diversity in teacher education.