Abstract
The recent shift of teacher education into the higher education sector, coupled with the introduction of the Bachelor of Education degree has provided opportunity for innovation in the area of pre-service teacher education. In this article I discuss the conceptualisation, development and implementation of a new pre-service secondary mathematics teacher education programme at one university in South Africa. I outline two sets of principles for content selection – one set focused at the programme level and the other at the course level. I discuss four key issues that have emerged in the implementation of the programme and suggest ways of taking these forward.
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