List of Figures and Tables
Notes on the Contributors
Series Editors’ Foreword

The Struggle for Teacher Education, Tom Are Trippestad (Bergen University College, Norway), Anja Swennen (VU University Amsterdam, The Netherlands) and Tobias Werler (Bergen University College, Norway)
1. The Visionary Position: Critical Factors of Utopian Social Engineering in Education Reforms, Tom Are Trippestad (Bergen University College, Norway)
2. Challenging Policy, Rethinking Practice: Struggling for the Soul of Teacher Education, Bill Green (Charles Sturt University, Australia), Jo-Anne Reid (Charles Sturt University, Australia) and Marie Brennan (Education at Victoria University, Australia)
3. Reforming Teacher Education in England: Locating the ‘Policy’ Problem, Meg Maguire (King’s College London, UK) and Rosalyn George (Goldsmiths, University of London, UK)
4. Comparing Secondary Initial Teacher Education in England and Finland: Learning Together, Paul Richard Dickinson (Leeds Trinity University, UK) and Jaana Ilona Silvennoinen (University of Helsinki, Finland)
5. Teacher Education in South Africa: Teacher Educators Working for Social Justice, Maureen Robinson (Stellenbosch University, South Africa)
6. Teacher education in the Netherlands: Teacher Educators’ Struggles over Monopoly and Autonomy 1990-2010, Anja Swennen (VU University Amsterdam, The Netherlands) and Monique Volman (University of Amsterdam, The Netherlands)
7. Learning Sciences: Reconfiguring Authority in Teacher Education, Tobias Werler (Bergen University College, Norway)
8. Teacher Education in South America: A Problem or a Solution? Beatrice Avalos (University of Chile, Chile)
9. Teacher Education in England: Professional Preparation in Times of Change:, K Jacek Brant (Institute of Education, University College London, UK) and Katharine Vincent (Institute of Education, University College London, UK)
10. Reform as a State of Exception, Tom Are Trippestad (Bergen University College, Norway), Anja Swennen (VU University Amsterdam, The Netherlands) and Tobias Werler (Bergen University College, Norway)

References
Index

The series presents robust, critical research studies in the broad field of teacher education, including initial or pre-service preparation and in-service and continuing professional development, from diverse theoretical and methodological perspectives. The series includes innovative approaches to research, curriculum, and pedagogy in the field that reflect an underlying commitment to transforming the education of teachers. Volumes in the series report research at all scales, from innovations in a single institution or area of study through to institutional and system-wide reforms, presented in a way that engages scholars in teacher education across international contexts.


Advisory Board:
Beatrice Avalos (University of Chile, Chile)
Ann Childs (University of Oxford, UK)
Lauren Gatti (University of Nebraska, USA)
Mary Hill (University of Auckland, New Zealand)
Elizabeth Kahn (Northern Illinois University, USA)
Yang Xiaowei (East China Normal University, PRC)
Clare Kosnik (Ontario Institute for Studies in Education, University of Toronto, Canada)
Adam Lefstein, (Ben Gurion University of the Negev, Israel)
Janet Orchard (Bristol University, UK)
Anne Phelan (University of British Columbia, Canada)
Anja Swennen (VU University, the Netherlands)
Tom Are Trippestad (Western Norway University of Applied Sciences (HVL), Norway)