Ren-Hao Xu is a Lecturer at the Graduate School of Education, the University of Western Australia. He is a policy sociologist with research interests in education policies, higher education, and international and comparative education. His work has received several early-career researcher awards, including from the UWA Graduate School of Education, the Western Australian Institute for Educational Research, and Taiwan’s National Science and Technology Council.Chia-Hui Lin is an Assistant Professor in the Department of Education at the National Taichung University of Education. Her expertise includes curriculum studies and teacher education, with a focus on self-regulated learning and social-emotional learning. She has undertaken several research projects supported by competitive funding from Taiwan’s National Science and Technology Council and the Ministry of Education.

• Foreword; Peiying ChenIntroductionChapter 1. Multi-Stage Gatekeeping in Taiwan’s Teacher Education: Preparation, Certification, and RecruitmentChapter 2. Imperial Formations and the (Re)making of Teacher Education: A Transnational PerspectiveChapter 3. Re-institutionalising Teacher Education: Discourse, Power, and the Institutional StruggleChapter 4. Embedding Social and Emotional Learning in Teacher PreparationChapter 5. Constructing Alternative Teacher Preparation through Teach for Taiwan: Global Networks, Philanthropic Clusters, and Policy MobilitiesChapter 6. Teacher Education across Time and Borders: A Sociological and Transnational Perspective

Ren-Hao Xu is a Lecturer at the Graduate School of Education, the University of Western Australia. He is a policy sociologist with research interests in education policies, higher education, and international and comparative education. His work has received several early-career researcher awards, including from the UWA Graduate School of Education, the Western Australian Institute for Educational Research, and Taiwan’s National Science and Technology Council.Chia-Hui Lin is an Assistant Professor in the Department of Education at the National Taichung University of Education. Her expertise includes curriculum studies and teacher education, with a focus on self-regulated learning and social-emotional learning. She has undertaken several research projects supported by competitive funding from Taiwan’s National Science and Technology Council and the Ministry of Education.

• Foreword; Peiying ChenIntroductionChapter 1. Multi-Stage Gatekeeping in Taiwan’s Teacher Education: Preparation, Certification, and RecruitmentChapter 2. Imperial Formations and the (Re)making of Teacher Education: A Transnational PerspectiveChapter 3. Re-institutionalising Teacher Education: Discourse, Power, and the Institutional StruggleChapter 4. Embedding Social and Emotional Learning in Teacher PreparationChapter 5. Constructing Alternative Teacher Preparation through Teach for Taiwan: Global Networks, Philanthropic Clusters, and Policy MobilitiesChapter 6. Teacher Education across Time and Borders: A Sociological and Transnational Perspective

Ren-Hao Xu is a Lecturer at the Graduate School of Education, the University of Western Australia. He is a policy sociologist with research interests in education policies, higher education, and international and comparative education. His work has received several early-career researcher awards, including from the UWA Graduate School of Education, the Western Australian Institute for Educational Research, and Taiwan’s National Science and Technology Council.Chia-Hui Lin is an Assistant Professor in the Department of Education at the National Taichung University of Education. Her expertise includes curriculum studies and teacher education, with a focus on self-regulated learning and social-emotional learning. She has undertaken several research projects supported by competitive funding from Taiwan’s National Science and Technology Council and the Ministry of Education.

• Foreword; Peiying ChenIntroductionChapter 1. Multi-Stage Gatekeeping in Taiwan’s Teacher Education: Preparation, Certification, and RecruitmentChapter 2. Imperial Formations and the (Re)making of Teacher Education: A Transnational PerspectiveChapter 3. Re-institutionalising Teacher Education: Discourse, Power, and the Institutional StruggleChapter 4. Embedding Social and Emotional Learning in Teacher PreparationChapter 5. Constructing Alternative Teacher Preparation through Teach for Taiwan: Global Networks, Philanthropic Clusters, and Policy MobilitiesChapter 6. Teacher Education across Time and Borders: A Sociological and Transnational Perspective