Sarah Gravett is Professor of Teacher Education and Development and former Dean of the Faculty of Education at the University of Johannesburg, South Africa. Nadine Petersen is Dean of the Faculty of Education at the University of Johannesburg, South Africa.

• Part 1: Current and future relevance of teacher education. 1. A framework for initial teacher education in an uncertain and fast-changing world. 2. Using concept mapping to ensure adaptable and responsive curriculum development and learning designs. 3: Teacher education for the Fourth Industrial Revolution – teachers, technologies, and transformation. 4: Science teacher education for current and future relevance. Part 2: Relevance in teacher education and the science of learning. 5: Lesson design in pre-service teacher education: a learning-centred approach. 6: The science of reading in a foundation phase teacher’s toolkit: implications for teaching reading in an African language. Part 3: Teacher development for a fast-changing world. 7: Creating a context conducive to creative learning in a coding club: student teachers’ experiences. 8: Looking at teacher professional development through a fourth-generation Cultural-Historical Activity Theory lens: the value of “Change Laboratories”. 9: Preparing pre-service teachers to use guided play as a core pedagogy in Grade R. 10: The effectiveness of technology-supported teacher professional learning communities in emergency settings. 11: Preparing pre-service teachers to teach with robotics. Part 4: Learning for teacher education during and from the COVID-19 pandemic. 12: Reimagining teacher education during the COVID-19 pandemic: a case study of South Africa and Hong Kong. 13: COVID-19 - lessons learnt: a teacher education leadership perspective. Afterword

Sarah Gravett is Professor of Teacher Education and Development and former Dean of the Faculty of Education at the University of Johannesburg, South Africa. Nadine Petersen is Dean of the Faculty of Education at the University of Johannesburg, South Africa.

• Part 1: Current and future relevance of teacher education. 1. A framework for initial teacher education in an uncertain and fast-changing world. 2. Using concept mapping to ensure adaptable and responsive curriculum development and learning designs. 3: Teacher education for the Fourth Industrial Revolution – teachers, technologies, and transformation. 4: Science teacher education for current and future relevance. Part 2: Relevance in teacher education and the science of learning. 5: Lesson design in pre-service teacher education: a learning-centred approach. 6: The science of reading in a foundation phase teacher’s toolkit: implications for teaching reading in an African language. Part 3: Teacher development for a fast-changing world. 7: Creating a context conducive to creative learning in a coding club: student teachers’ experiences. 8: Looking at teacher professional development through a fourth-generation Cultural-Historical Activity Theory lens: the value of “Change Laboratories”. 9: Preparing pre-service teachers to use guided play as a core pedagogy in Grade R. 10: The effectiveness of technology-supported teacher professional learning communities in emergency settings. 11: Preparing pre-service teachers to teach with robotics. Part 4: Learning for teacher education during and from the COVID-19 pandemic. 12: Reimagining teacher education during the COVID-19 pandemic: a case study of South Africa and Hong Kong. 13: COVID-19 - lessons learnt: a teacher education leadership perspective. Afterword

Sarah Gravett is Professor of Teacher Education and Development and former Dean of the Faculty of Education at the University of Johannesburg, South Africa. Nadine Petersen is Dean of the Faculty of Education at the University of Johannesburg, South Africa.

• Part 1: Current and future relevance of teacher education. 1. A framework for initial teacher education in an uncertain and fast-changing world. 2. Using concept mapping to ensure adaptable and responsive curriculum development and learning designs. 3: Teacher education for the Fourth Industrial Revolution – teachers, technologies, and transformation. 4: Science teacher education for current and future relevance. Part 2: Relevance in teacher education and the science of learning. 5: Lesson design in pre-service teacher education: a learning-centred approach. 6: The science of reading in a foundation phase teacher’s toolkit: implications for teaching reading in an African language. Part 3: Teacher development for a fast-changing world. 7: Creating a context conducive to creative learning in a coding club: student teachers’ experiences. 8: Looking at teacher professional development through a fourth-generation Cultural-Historical Activity Theory lens: the value of “Change Laboratories”. 9: Preparing pre-service teachers to use guided play as a core pedagogy in Grade R. 10: The effectiveness of technology-supported teacher professional learning communities in emergency settings. 11: Preparing pre-service teachers to teach with robotics. Part 4: Learning for teacher education during and from the COVID-19 pandemic. 12: Reimagining teacher education during the COVID-19 pandemic: a case study of South Africa and Hong Kong. 13: COVID-19 - lessons learnt: a teacher education leadership perspective. Afterword