Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities.

In an era where teacher education and the quality of the graduates from teacher educationprograms are being increasingly scrutinised by politicians, bureaucrats, as well as someparts of the profession and wider community, it is refreshing to read a set of papers from arange of countries that provide thoughtful input into what might constitute quality teacherpreparation and how that might be judged, with not a mention of 'what works'.The papers in this edition report on studies in five countries: Australia, China,Indonesia, Oman, and Canada. Collectively, they provide a body of work that highlightsa range of important considerations for teacher education beyond narrow considerations of'what works'. They engage with the complexity of teachers' work and the implications for teacher education and ongoing learning to teach.