Learning and teaching : issues for teacher education

Over the course of the past few years we have been keen, as Editors, to act responsively to the interests, needs, and concerns of teacher educators around the Asia-Pacific region and beyond. In shaping and developing the journal as a vehicle for the dissemination of high quality research that focuses on preservice and continuing teacher education and professional learning, including the education and professional learning of teacher educators, we leave our guidelines fairly wide.We do not specialise in any one of these, but instead invite papers on all aspects of teacher education. In this last issue of the year, as we close the curtain on another volume of the journal, we reflect on what this inclusive approach to teacher education research looks like at the current time, and how we might characterise the field in as we scan and review it today, to think about what matters to teacher educators currently in their work. Over the past two years, for instance, we have published research that has investigated a range of diverse and eclectic issues, ranging from the need for pre-service teacher education to recognise the value and effect of school and family partnerships, through a number of papers arguing for particular kinds of teacher education reform, to a reflection on the industrial conditions facing primary teachers in English schools.