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Initial teacher education programmes in transition: Tensions and possibilities

Lindsey Conner

ITE programmes are currently in transition, facing changes in society and societal expectations, changing concepts about knowledge and its uses, changing roles for teachers and changes to teaching and learning approaches. These must all be accommodated within the constraints faced by tertiary providers of ITE as they cope with competing demands. This paper discusses these tensions in New Zealand ITE provision and considers the possibilities through the lens of a futures-focused multinational research initiative, Teacher Education for the Future.

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