Dr Amanda Gutierrez is a Senior Lecturer and Professional Experience Coordinator (Secondary Postgrad Courses) in the QLD School of Education at the Australian Catholic University.  She is an experienced teacher educator who works in the fields of literacy, professional experience and partnerships.  Her major research interest is professional becoming of pre-service and practicing teachers and partnerships, with a minor research interest in critical literacy.  She has developed and coordinated multiple partnership programs in Victoria and Queensland.Jillian L. Fox is Associate Professor in the Faculty of Education and Arts at the Australian Catholic University. She is an experienced early childhood teacher who has worked with preservice and practicing teachers both in Australia and China. Her areas of teaching and research expertise include work integrated learning, mentoring and early years education. In 2017 she won the Vice Chancellor’s Award for Innovation for or her work on establishing a university wide work integrated learning online platform.Dr Colette Alexander is Senior Lecturer in the School of Education at the Australian Catholic University. She is an experienced teacher educator who has worked with preservice and practicing teachers across both public and private institutions. Her current research and teaching is focussed on research methodology, policy and assessment. She is the Project Lead for the implementation of the Graduate Teacher Performance Assessment (GTPA) across the School of Education, and is an early career researcher working with the Institute for Learning Sciences and Teacher Education (ILSTE).

• 1 Conceptualising Teacher Professionalism.- Part I Social and Political Context.- 2 The Changing Face of Accreditation for Initial Teacher Education Programs in Australia.- 3 Social Media and Teacher Professionalism: Getting in on the act.- Part II Partnership Engagement.- 4 Who is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership.- 5 Exploring what it means to be a Professional in Partnerships: Reflecting on Teacher Educator Narratives.- 6 Learning to be  Professional: Bridging the Gap in Teacher Education Practice.- Part III Collaborative Professionalism.- 7 Teacher Educators using Cogenerative Dialogue to reclaim Professionalism.- 8 Teacher Emotional Rules.- 9 Teacher-targted Bullying and Harassement in Australian Schools: A challenge to teacher professionalism.- 10 Using the Student Engagement and Teacher Reflection App (SETRA) as a Teacher Professional Learning Tool: A pilot study.- 11 What does it mean to be an English-As-An-Additional-Language Teacher? Pre-Service and In-Service Teachers' Perceptions.

Dr Amanda Gutierrez is a Senior Lecturer and Professional Experience Coordinator (Secondary Postgrad Courses) in the QLD School of Education at the Australian Catholic University.  She is an experienced teacher educator who works in the fields of literacy, professional experience and partnerships.  Her major research interest is professional becoming of pre-service and practicing teachers and partnerships, with a minor research interest in critical literacy.  She has developed and coordinated multiple partnership programs in Victoria and Queensland.Jillian L. Fox is Associate Professor in the Faculty of Education and Arts at the Australian Catholic University. She is an experienced early childhood teacher who has worked with preservice and practicing teachers both in Australia and China. Her areas of teaching and research expertise include work integrated learning, mentoring and early years education. In 2017 she won the Vice Chancellor’s Award for Innovation for or her work on establishing a university wide work integrated learning online platform.Dr Colette Alexander is Senior Lecturer in the School of Education at the Australian Catholic University. She is an experienced teacher educator who has worked with preservice and practicing teachers across both public and private institutions. Her current research and teaching is focussed on research methodology, policy and assessment. She is the Project Lead for the implementation of the Graduate Teacher Performance Assessment (GTPA) across the School of Education, and is an early career researcher working with the Institute for Learning Sciences and Teacher Education (ILSTE).

• 1 Conceptualising Teacher Professionalism.- Part I Social and Political Context.- 2 The Changing Face of Accreditation for Initial Teacher Education Programs in Australia.- 3 Social Media and Teacher Professionalism: Getting in on the act.- Part II Partnership Engagement.- 4 Who is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership.- 5 Exploring what it means to be a Professional in Partnerships: Reflecting on Teacher Educator Narratives.- 6 Learning to be  Professional: Bridging the Gap in Teacher Education Practice.- Part III Collaborative Professionalism.- 7 Teacher Educators using Cogenerative Dialogue to reclaim Professionalism.- 8 Teacher Emotional Rules.- 9 Teacher-targted Bullying and Harassement in Australian Schools: A challenge to teacher professionalism.- 10 Using the Student Engagement and Teacher Reflection App (SETRA) as a Teacher Professional Learning Tool: A pilot study.- 11 What does it mean to be an English-As-An-Additional-Language Teacher? Pre-Service and In-Service Teachers' Perceptions.

Dr Amanda Gutierrez is a Senior Lecturer and Professional Experience Coordinator (Secondary Postgrad Courses) in the QLD School of Education at the Australian Catholic University.  She is an experienced teacher educator who works in the fields of literacy, professional experience and partnerships.  Her major research interest is professional becoming of pre-service and practicing teachers and partnerships, with a minor research interest in critical literacy.  She has developed and coordinated multiple partnership programs in Victoria and Queensland.Jillian L. Fox is Associate Professor in the Faculty of Education and Arts at the Australian Catholic University. She is an experienced early childhood teacher who has worked with preservice and practicing teachers both in Australia and China. Her areas of teaching and research expertise include work integrated learning, mentoring and early years education. In 2017 she won the Vice Chancellor’s Award for Innovation for or her work on establishing a university wide work integrated learning online platform.Dr Colette Alexander is Senior Lecturer in the School of Education at the Australian Catholic University. She is an experienced teacher educator who has worked with preservice and practicing teachers across both public and private institutions. Her current research and teaching is focussed on research methodology, policy and assessment. She is the Project Lead for the implementation of the Graduate Teacher Performance Assessment (GTPA) across the School of Education, and is an early career researcher working with the Institute for Learning Sciences and Teacher Education (ILSTE).

• 1 Conceptualising Teacher Professionalism.- Part I Social and Political Context.- 2 The Changing Face of Accreditation for Initial Teacher Education Programs in Australia.- 3 Social Media and Teacher Professionalism: Getting in on the act.- Part II Partnership Engagement.- 4 Who is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership.- 5 Exploring what it means to be a Professional in Partnerships: Reflecting on Teacher Educator Narratives.- 6 Learning to be  Professional: Bridging the Gap in Teacher Education Practice.- Part III Collaborative Professionalism.- 7 Teacher Educators using Cogenerative Dialogue to reclaim Professionalism.- 8 Teacher Emotional Rules.- 9 Teacher-targted Bullying and Harassement in Australian Schools: A challenge to teacher professionalism.- 10 Using the Student Engagement and Teacher Reflection App (SETRA) as a Teacher Professional Learning Tool: A pilot study.- 11 What does it mean to be an English-As-An-Additional-Language Teacher? Pre-Service and In-Service Teachers' Perceptions.