Introduction Chapter 1: How we teach is what we teach Catherine Snow Chapter 2: Mentor teachers matter in the ecosystem of the school practicum Refilwe Ntsoane, Gadija Petker, and Elizabeth Henning Chapter 3: Disparate understandings of the nature, purpose, and practices of reflection in teacher education Maureen Robinson and Nicoleen Rousseau Chapter 4: Lessons from large-scale reading studies for initial and continuous teacher development Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, and Stephen Taylor Chapter 5: Executive functions in the South African early grade learner Caroline Fitzpatrick, Andrew Ribner, and Lara Ragpot Chapter 6: A school-university partnership for teacher education in Soweto, Johannesburg Sarah Gravett and Nadine Petersen Chapter 7: How a rural school was developed to become a practice learning site for pre-service teachers Lindiwe Jiyane and Coert Loock Chapter 8: Teacher educators of numeracy: ‘Signifying’ standards of pedagogy Makie Kortjass, Ramasego Mphahlele, Hayley van der Haar, Lyn Webb, Corin Mathews, and Elizabeth Henning Chapter 9: Theory-based early numeracy programme adapted to learners’ pre-knowledge: The ‘Meerkat Maths’ programme Eurika Jansen van Vuuren, Moritz Herzog, and Annemarie Fritz Chapter 10: Student teachers’ mathematical knowledge gains through a problem-solving instructional approach Kathleen Fonseca Chapter 11: Film as teacher education genre: Developing student agency in the production of #Taximaths Lara Ragpot Chapter 12: Where schools and universities (can) meet in work-integrated teacher learning Carisma Nel and Sarita Ramsaroop Chapter 13: Border-crossings of indigenous knowledge in science teacher education Josef de Beer and Washington Dudu Conclusion