ABSTRACT
This chapter sums up the previous chapters and uses a gerund, ‘reimaging’, to contribute the series studies on initial teacher education, theoretically, practically, and politically. Based on the previous empirical studies, it is necessary to re-understand and re-construct pre-service teachers’ practical knowledge before they encounter authentic teaching context. It is a reimaging process of teacher education and research alongside an instrumentality-based approach. The practice-oriented teacher education programmes are also critically reflected in-between with other models of teacher education. Moreover, the final suggestions about how to re-design pre-service teachers’ professional learning within and going beyond their authentic context are proposed in an integrated manner across various methodologies.
