Teacher Education In and For Uncertain Times

1. Front Matter

   Pages i-x

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2. Reclaiming Educator Professionalism in and for Uncertain Times

   • Deborah Heck, Angelina Ambrosetti

   Pages 1-13

3. ‘It’s the Worst, but Real Experience Is Invaluable’: Pre-service Teacher Perspectives of the Costs and Benefits of Professional Experience

   • Deanna Grant-Smith, Laura de Zwaan, Renee Chapman, Jenna Gillett-Swan

   Pages 15-33

4. Teacher Education for an Uncertain Future: Implications of PISA’s Global Competence

   • Donella J. Cobb, Daniel Couch

   Pages 35-47

5. Classroom-Ready Teachers: Who Is Responsible? Exploring Supervising Teacher Identity and Practice

   • Amanda Isaac, Suzanne Hudson

   Pages 49-65

6. Listening to Mentor Teachers’ Voices in Uncertain Times

   • Ruth Radford, Kerry Howells, John Williamson

   Pages 67-81

7. Building Resilience in Times of Uncertainty and Complexity: Teacher Educator Perceptions of Pre-service Teacher Resilience

   • Caroline Mansfield, Lisa Papatraianou, Sharon McDonough, Laura King

   Pages 83-98

8. Self-regulatory Practices: Key Aspects of Learning for Student Teachers on Practicum

   • Lyn McDonald

   Pages 99-112

9. Preparing Teachers to Work with and for Remote Indigenous Communities: Unsettling Institutional Practices

   • Jennifer Rennie, Simone White, Peter Anderson, Anna Darling

   Pages 113-127

10. Partnering with Schools Beyond Professional Experience: Building Equity-Centred ITE Programme Alignment and Coherence

    • Fiona Ell, Lexie Grudnoff, Mavis Haigh, Mary F. Hill

    Pages 129-142

This volume considers the role of initial and continuing teacher education in uncertain times. It highlights key principles and methods that preserve curiosity and optimism regarding the potential of teacher education, and regarding the manifold achievements of pre-service and in-service teachers. It explores how teacher education can produce teachers who are committed to counter-oppressive curricula and pedagogies, and reflects the critical role of teacher educators as public academics.

• effective teacher education
• principles and practices of teacher education
• evaluating teacher education programs
• effective education policy
• school teacher training
• teacher education policy frameworks
• teacher competence
• pre-service teacher assessments
• in-service teacher specialisations
• collaboration between educators
• teachers and social inequality
• potential of teacher education
• counter-oppressive curriculum and pedagogy

• University of the Sunshine Coast, Maroochydore DC, Australia

  Deborah Heck

• Central Queensland University, Noosaville, Australia

  Angelina Ambrosetti

Dr. Angelina Ambrosetti is a senior lecturer at the School of Education and the Arts, Central Queensland University. She is currently Head of the Bachelor of Education (Primary) Program. As a mid-career researcher, Angelina’s key research interests focus on the professional experience in initial teacher education, mentoring, and the relationships formed between pre-service teachers and mentor teachers, workplace learning and teachers’ professional development. 


Deborah Heck is an Associate Professor and the Portfolio Leader Postgraduate and Research Higher Degree programs in the School of Education at the University of the Sunshine Coast. Debbie is engaged in research that explores participation and change in education using a sociocultural lens. This work includes contributions in initial teacher education that explore partnerships between universities and schools that promote successful learning outcomes for graduates.

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