This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex
dialogue between the enterprise of teacher education and evidence of its effects in the early
21st century taking a critical position on the very notions of 'evidence' and 'impact' that
underpin contemporary policy frameworks. Teacher education programs in Australia and
internationally are challenged by contemporary policy frameworks to demonstrate evidence of the
impact they have on the capacity of graduating teachers to act with confidence and competence
in school and early childhood education classrooms. At the same time the field of teacher
education is increasingly working to build a robust platform of research evidence that speaks
to these policy frameworks and to broader issues concerning the role of teaching and teacher
education in society.
