ABSTRACT
Whilst there are many similarities between the challenges that teacher educators face in different contexts, there are also significant differences. This chapter outlines a model of initial teacher education practice which can be used to understand how teacher education varies in relation to its context, but also to understand how teacher education can respond during periods of change. Scale is a significant but previously underexplored dimension of university-based teacher education and can provide a range of opportunities to extend and innovate practice. Universities are well placed to do this, not just because of their orientation to research, but because of their civic responsibility, to consider how they can best support the transformation and education of new teachers through changing times.
