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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.

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1 Reclaiming Educator Professionalism In and For Uncertain Times.- 2 It´s the Worst, but Real Experience is Invaluable: Pre-service Teacher Perspective of the Costs and Benefits of Professional Experience.- 3 Teacher Education for an Uncertain Future: Implications of PISA´s Global Competence.- 4 Classroom Ready Teachers: Who is Responsible? Exploring Supervising Teacher Identity and Practice.- 5 Listening to Mentor Teachers´ Voices in Uncertain Times.- 6 Building Resilience in Times of Uncertainty and Complexity: Teacher Educator Perceptions of Pre-service Teacher Resilience.- 7 Self-regulatory Practices: Key Aspects of Learning for Student Teachers on Practicum.- 8 Preparing Teachers to Work With and For Remote Indigenous Communities: Unsettling Institutional Practices.- 9 Partnering with Schools Beyond the Professional Experience: Building Equity-centred ITE Programme Alignment and Coherence.

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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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