Teacher Education, Quality and Professional Practice



This research concerns the development of expertise in initial teacher education and teachers’ continuing professional learning, and engages with the criticism that the evidence base for teacher education is not sufficiently research-oriented. In exploring the abstract notion of teacher/teaching quality, the program responds to the numerous national reviews and reform agendas that call for improved quality in teacher education, and the already strong interest of governments in evidence of the quality of schooling and its effectiveness. Program projects focus on continuity and change in teacher education policy, practice and accountabilities and their effects, particularly in the context of teacher preparation for diversity and human dignity.

Past projects


Active projects

Understanding factors that contribute to the development of Theory of Mind acquisition 

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