ABSTRACT
Chapter 4 explores the knowledge quality conundrum within initial teacher education. There is always tension around the balance between theory and practice in teacher education programmes and what sort of knowledges new teachers should have access to. This is particularly pertinent around community-based knowledges and what new teachers need to know in order to teach diverse groups of students. This conundrum is explored in relation to the teacher education programmes at Queensland University of Technology and a complementary programme at Kelvin Grove Teacher Education Centre of Excellence, which both seek to provide new teachers with a range of knowledges. The analysis reveals how challenging it can be to provide student teachers access to a range of balanced and inclusive knowledges in highly regulated systems. Compliance regulations can play a key role in determining what knowledges are privileged and which are left out.
