1 Introduction.- Section 1 Becoming a Teacher: Teacher Education and Professionalism.- 2 Developing the thoughtful practitioner.- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career.- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge.- 5 A role of doing philosophy in a Humanistic approach to teacher education.- 6 The development of accomplished teaching.- Section 2 Initial Teacher Education.- 7 Towards a principled approach for school-based teacher educators: Lessons from research.- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners.- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries.- 10 Clinical Practice in Education: Towards a Conceptual Framework.- 11 Initial Teacher Education in Ireland: A Case Study.- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway.- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition.- Section 3 Teacher Education, Partnerships and Collaboration.- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education.- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities.- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process.- 17 Networked teaching and learning for life-long professional development.- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us?.- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators.- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership.- 21 A QUEST for sustainable continuing professional development.- Section 4 Global Education Reform and Teacher Education.- 22 Teachers, curriculum and the neoliberal imaginary of education.- 23 Re-casting teacher effectiveness approaches to teacher education.- 24 The paradox of teacher agency in a glocalised world.- 25 The Marketization of Teacher Education: Threat or Opportunity?.- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls'.- 27 Helping teachers and school leaders to become extra-critical of global education reform.- Section 5 Teacher Education as a Public Good.- 28 Quality of Education and the Poor: Constraints on Learning.- 29 The Future of Teacher Education: Evidence, Competence or Wisdom?.- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education.- 31 Teacher education, research and migrant children.- 32 Reforming teacher education in England: 'An economy of discourses of truth'.- 33 Teacher educators' responsibility to prepare candidates for classroom realities.- 34 Complexity and Learning: Implications for Teacher Education.- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland.- Section 6 Research, Institutional Evaluation and Evidence-based Research.- 36 On the role of philosophical work in research in teacher education.- 37 Relational Expertise: A cultural-historical approach to teacher education.- 38 Researching teacher education policy: A case study from Scotland.- 39 Researching practice as education and reform.- 40 Representing teaching within high-stakes teacher performance assessments.- 41 Research and the undermining of teacher education.- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education.- 43 The place of research in teache