Abstract
This article explores the nature of relationships between teacher registration bodies and teacher education, particularly whether they can add value beyond the mere regulatory. An examination of the process of development of literacy standards for pre-service teacher education recently undertaken by the Queensland Board of Teacher Registration is used as a case study to explore this issue. The article commences with a brief review of the state of teacher registration in Australia, focusing on the proposed and existing roles and responsibilities of the various bodies. This is followed by a description of the process undertaken to develop the literacy standards for pre-service education in Queensland, and the standards that were produced. The article concludes with comments about the potential for the roles and responsibilities of teacher registration bodies to engender enabling relationships with teacher education.
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