The case studies show how university teacher education faculties are responding to the drive for more school-based initial teacher education, to ensure that new teachers are not only theoretically but also practically ready for tomorrow's classrooms.  Examples include school and university personnel co-designing study programmes featuring innovative methods and supporting  the development of digital pedagogical skills, jointly designing active learning spaces, and - remarkably - student teachers 'taking over' schools.  

What emerges from these case studies is a blurring of the boundaries between universities and schools, between university staff and teachers, and between student teachers and in-service teachers, for the benefit of all. Imaginative new learning spaces and joint projects help cement these new relationships and ensure that tomorrow's teachers are well prepared for tomorrow's schools.