Depending on the specific context, different stakeholders are likely to have a role in the development and revision of teacher education curricula. At the macro level, ministries of education at national or regional level may have developed specific standards and/or legal requirements. Taking these into account, the top management of a university faculty or education or teacher training college is likely to have laid out a mission and guidelines for teacher education across subject boundaries and perhaps within subject areas. At a meso level, those responsible for organising the teacher education for specific groups of student teachers (e.g. primary teachers, science and technology teachers, language teachers, etc.) play a key role in defining which courses or modules and other elements are included and what the intended learning outcomes are for each. Some of these modules may be ‘universal’ (e.g. educational psychology, educational theory, etc.) in that they are designed for future teachers of all subjects, so heads of department need to collaborate on design and revision. Then, at the micro level, each module or course needs to be planned in detail, and its aims, content and the assessment methods and criteria to be used need to be described. Very often individual teacher educators/lecturers have responsibility for this in consultation with heads of department and colleagues working on the same course or module.