Professional knowledge in the Australian graduate standards and core pedagogical areas. Policy initiatives involved improving initial teacher education and professional development, developing teaching standards or competence framework and linking them to teacher appraisal, introducing career stages for teachers and so on (OECD, 2015[ij, 2013(2])- Increasingly more research studies look at the quality features of teacher education in high-performing systems (Darling-Hammond, Wei and Andree, 2010p), Hammerness and Klette, 2015[4j, Darling-Hammond, 2006[5|, Darling-Hammond etal., Teaching standards have also been examined and compared (Toledo, Revai and Guerriero, 2017(9), Kleinhenz and Ingvarson, 2007(|0]), and the evidence on their impact on teacher education extends to a growing number of localised contexts (Chung and Kim, 2010(H), Tummons, 2014(i2), Page, 2015[i3j, Kriewaldt, 2012[i4], Ceulemans, Simons and Struyf, 2012[i5j).