1 Setting directions for new cultures in teacher education: The move to large scale collaborative professionalism.- Part I Accountability and change in teacher education.- 2 Accountability in teacher education in Norway: A case study of mistrust and trust.- 3 Notes from a small country: Teacher education, learning innovation and accountability in Scotland.- 4 Lost in transition: Learning to teach in the era of test based accountability.- 5 The explicit nature of educational goals for the 21st century.- 6 Challenges for initial teacher education in the context of 21st century learning imperatives.- 7 Conceptions of readiness in initial teacher education: Quality, impact, standards and evidence in policy directives.- 8 Research-informed conceptualization and design principles of teacher performance assessments: Wrestling with system and site validity.- Part II Preparing teachers for diverse learners and context.- 9 Analyzing curriculum orientations of kindergarten curriculum.- 10 Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia.- 11 preparing teachers for assessment in schools: The influence of teacher educators.- 12 Looking for synergies to meet the challenges of teacher education.- 13 Enhancing inclusive education through teacher education reforms.- 14 Is quality initial teacher education where the music stops? Conceptualizing the becoming of a teacher: Lessons from the field.- Part III Partnerships and professional cultures.- 15 Early career teachers' perceptions of initial teacher education.- 16 Revisiting the teaching practicum: Effecting innovation or entrenching the status quo? Reflections from an ITE program in South Africa.- 17 School-based work in initial teacher education: Responding to policy in practice.- 18 Designing for integration in initial teacher education (ITE) curricula: The Hong Kong postgraduate diploma in education (PDGE).- 19 Teacher education in a crucible of change. schovat popis