In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. Student achievement is broadly and inclusively defined, beyond the test scores so often identified as the mark of “success” in the research literature.  

This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.

part I|43 pages

Orienting the Way on the Landscape

part II|68 pages

Perspectives for Teacher Learning in Multiple Contexts

chapter 3|17 pages

Professional Learning

Creating Conditions for Developing Knowledge of Teaching

chapter 5|20 pages

The Transformative Potential of Teacher and Student Voices

Reframing Relationships for Learning

part III|82 pages

Foundations for Developing the Self in Teacher Learning

part IV|58 pages

Professional Learning for Teacher Practice

chapter 11|20 pages

Partnerships for Professional Renewal

The Development of a Master's Program for Teacher Professional Learning

chapter 12|18 pages

Open-Ended Scientific Inquiry in a Nonformal Setting

Cognitive, Affective and Social Aspects of In-Service Elementary Teachers' Development

chapter 13|18 pages

From Concept to School Practice

Professional Learning for Sustainable Change in the Primary Science Classroom

part V|8 pages

Stepping Back by Stepping In

chapter V 14|6 pages

Stepping Back and Stepping In

Concluding Thoughts on the Landscapes of Teacher Learning that Matters