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This paper reports findings from an interpretive policy and discourse analysis of documents informing contemporary initial teacher education (ITE) policy development in Aotearoa New Zealand. The study first asks: what is the problem of teacher education as constituted in policy and associated documents in the period 2010-2018? We then compare the problems, suggested solutions, and recent evidence about the work of teacher education in New Zealand, to discuss the policy discourse, and theorisedoi:10.26686/nzaroe.v24i0.6322 fatcat:p7p4i4sgwrbbxjpncfijeyc5qe