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This chapter uses macro policy analysis conducted at the Center for Teacher Education Research (CTER), Beijing Normal University to analyze the decision-making concerning teacher internship from the perspective of national policy. Internship, a teacher preparation policy initiative in China, is both needed to ease the teacher shortages in rural and poor areas of China and to create new models of teaching practice. Attention is then given to two aspects in policy implementation – student teachers’ learning and teachers’ multiple forms of instruction – from the perspective of teacher preparation. To conclude, the chapter offers some summary statements having to do with the policy debate and the implementation of the internship in China.

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.