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.

This book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide. It addresses the drawbacks of the massification, standards-based movements and marketisation of universal business that threaten authenticity, innovation and entrepreneurship within teacher education on a global scale. The chapters celebrate the richly described local stories that explore the often tacit political activity that underpins teacher educators’ work. The book highlights the commitment of both teachers and teacher educators to social justice, and human rights and critical consciousness as central to the process of teacher development. Teacher formation, teacher education policies and curriculum development in an era of globalisation, super-diversity and the positioning of Indigenous populations, and national regulation and localisation are topics that are explored in this book.