ABSTRACT
Building a book on teacher learning that matters is like a journey on a landscape that is both familiar (in topic) and unfamiliar given the divergent and new perspectives introduced in each new chapter. Researchers on the journey share a focus on teacher learning that positively impacts the learning and achievement of students. To be sure, educational, political, cultural contexts, perspectives and research agendas vary, but both the shared focus and difference among the research and researchers create a multifarious journey for building new knowledge for teacher learning.
