ABSTRACT
Whilst increased governance has become ubiquitous across higher education, it is particularly prevalent in teacher education which is beholden to governance and accountability regimes from initial teacher education, schools and the university sector. Whilst introduced to improve or safeguard standards, contrasting priorities or overzealous controls can detract from the transformative potential of teacher education through limiting what teacher educators are able to do. This chapter explores the context of the University of Auckland, where the concern for equity in education is shared by policymakers and teacher educators, but can be difficult to enact within university governance regimes.
