Research in initial teacher education (ITE) usually focuses on the policies and practices that shape the professional preparation of candidate teachers. There is a wide range of such policies and practices in Europe. One of the main reasons for such heterogeneity is that there is no agreement on what ITE curricula should particularly emphasise (McKenzie et al., 2005). Another important reason is that ITE operates in varied institutional and organisational settings. In their mapping of ITE in Europe, Buchberger et al. (2000) distinguish between traditional and new ITE models based on common patterns in the emphasis and content of the curriculum (Buchberger et al., 2000). They argue that the new models are strongly influenced by more traditional models. They distinguish the two most influential traditional models: the national school tradition and the academic tradition. This publication is designed as a companion document to "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final Report". It contains the following: (1) Annex 3: Governance and organisation of initial teacher education in Europe: general context; (2) Annex 4: Preparing teachers for diversity through ITE. Summary of literature review; (3) Annex 5: Summary of methodological approach; and (4) Annex 6: Bibliography. [For the final report, see ED574094. For "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Executive Summary of the Final Report to DG Education, Youth, Sport and Culture of the European Commission" see ED574109. For "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 1 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission" see ED574105. For "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 2 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission. Case Study Summaries" see ED574106.]