<div><div>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.</div></div>
