Introduction The Teaching and Learning Research Initiative (TLRI) project Shifting Conceptualisations of Knowledge and Learning in the Integration of the New Zealand Curriculum (NZC) in Teacher Education comprises a collection of case studies and a meta-analysis across the contributing case studies. The case studies describe individual teacher educators’ personal journeys as they engaged with ideas relating to epistemological understandings and the NZC and their reports on pedagogical initiatives and associated practitioner research that they undertook in the context of their work in initial teacher education (ITE) and teacher professional learning (TPL). These case studies are reported separately as part of the project research portfolio. The meta-analysis across these case studies is