Reconstructing the Work of Teacher Educators

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.

Theresa (Terri) Bourke has worked in the Faculty of Education at the Queensland University of Technology since 2009. In that time, Terri has held various coordination roles, including Undergraduate Research Pathways Coordinator, Course Coordinator (Bachelor of Education) and Academic Program Director. Her research focuses on three main areas: (1) professionalism, professional standards and quality in Initial Teacher Education (ITE); (2) assessment in geography education; and (3) teacher educators' epistemic reflexivities for teaching about/to and for diversity for which she has an Australian Research Council (ARC) grant. Terri has an extensive history working with Queensland schools to improve quality, especially in how they use data to inform practice. She has been an invited advisor to both the Australian Curriculum and Reporting Authority (ACARA) and

Queensland Curriculum and Assessment Authority (QCAA) for geography. The quality of her research and teaching has been recognized with 11 prestigious awards at QUT, and she is the co-editor of Geographical Education. Terri has recently been elected to the Australian Teacher Educators' Association Executive Committee.

Rebecca Spooner-Lane's research focuses on influencing the way in which teacher education programs prepare future teachers for the classroom. As Academic Program Director for Pre-service Teacher Education Programs and as a psychologist, Rebecca has been integral to the development and facilitation of Queensland University of Technology's Teaching Performance Assessment for graduating teachers. Her research raises awareness of the complexities involved in designing and implementing a rigorous assessment tool to determine graduate teachers' preparedness to enter the teaching profession. As an advocate for beginning teachers, Rebecca has also been integral to the development and facilitation of a research and pedagogically focused Mentoring Beginning Teachers (MBT) program in