This is the foundational book for the new series Teacher Education Learning Innovation and
Accountability. The book canvasses research practice and policy perspectives in teacher
education across diverse geographic social and political contexts. It explores the lifespan of
teacher development from initial preparation through to graduate classroom practice as it
occurs in an intensifying culture of standards and regulation. The characterization of initial
teacher education (ITE) in a crucible of change permeates throughout the book. The chapters
open up new ways of thinking about innovation and accountability in ITE and the
professionalization of teaching exploring fundamental questions such as Who are the actors in
teacher preparation and how do they interact? How can we learn about the quality of teacher
education? Where can we hear the voices of teacher educators and preservice teachers as well
as school-based teacher educators? What are the new and emerging roles of others in teacher
education who have not been involved previously including employing authorities? (p. 22).
While the book provides responses to these and other provocative questions it also offers new
insights into innovative teacher education from a wide range of policy and practice contexts.
