Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand

Chapter 2 Primary Specialisation in Australian Education: Pre-service Teachers’ Lived Experiences

Chapter 3 The Interplay Between Technology and Teaching and Learning: Meeting Local Needs and Global Challenges

Chapter 4 Internationalisation of NZ Tertiary Education: Supporting International Students’ Adjustments to Learner-Centred Education

Chapter 5 Study Abroad Programs: Are They an Effective Tool for Developing a Social Justice Standpoint for Preservice Teachers?

Chapter 6 The Emotional Work of Being an Assessor: A Reflective Writing Analytics Inquiry into Digital Self-assessment

Chapter 7 Responding to Teacher Quality Through an Evidence-Informed Wellbeing Framework for Initial Teacher Education

Chapter 8 Pre-service Teacher Perceptions of LANTITE: Complexity Theory in Action?

Chapter 9 Discourses of Quality in Australian Teacher Education: Critical Policy Analysis of a Government Inquiry into the Status of the Profession

Chapter 10 Teacher Education and the International Baccalaureate: Where Is the Evidence?

Chapter 11 Pūrākau-ā-iwi and Te Tiriti o Waitangi: Reshaping Teacher Identities, Practices and Positioning in the Context of Globalisation

Chapter 12 Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand

Chapter 13 “I Think That’s My Job”: What Motivates Teachers to Partner with Teacher Educators in ITE?

Chapter 14 Learning by Doing: The Challenge of Aligning Theory and Practice in School-Based, Post-graduate, Teacher Education Programmes

Chapter 15 Graduate Perspectives of Work Integrated Learning in Fully Online Initial Teacher Education: A Global Imperative

Chapter 16 ‘Birds of a Feather Flock Together!’: Rural Teacher Recruitment Policy and Retention in and for Hard-to-Staff Ugandan Schools

Chapter 17 Teacher Professional Development, the Knowledge-Rich School Project and the Curriculum Design Coherence Model

Chapter 18 Reflecting on Japanese Teacher Education by Looking Globally at Teacher Education Through a Policy Learning Lens

Chapter 19 Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning

Chapter 20 TEMAG Reforms, Teacher Education and the Respatialising Effects of Global-Local Knowledge Politics