As we enter 2009, it is fitting to reflect upon our closing comments in 2008, when we made a call for researchers to critically engage with the broader discourses and sociopolitical climate that shapes teacher education. In Australia, a number of recent reviews and developments are likely to influence and remake the ways teachers interact with students, curriculum and the way others interact with the profession. Not least of these is the emerging development of a national curriculum for Australian schools. Debates about national curriculum are invariably justified by reference to the need for education to be sufficiently uniform to allow transferability and accountability of educational standards across State boundaries, but at the heart of the debate lies the very nature of teaching and learning and what knowledge is considered worthy for inclusion in a national curriculum. As these discussions, debates and ‘round tables’ gather pace, it is fitting and appropriate for teacher educators to consider how this will shape the future of teacher education in this country and, particularly, if the emerging discourses of conformity and consistency of standards will, in turn, limit the diversity and independence of teacher preparation across curriculum fields.