This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.

This groundbreaking work examines teacher quality, work norms, and professional learning opportunities, using data from 15 countries. The authors compare and contrast the United States with two high-achieving countries--Japan and Australia--that have implemented very different approaches to improving teacher quality. Drawing on both large international data sets and ethnographic and small-scale studies, the book addresses critical questions: (2) How do teacher quality and teacher recruitment and hiring policies in the United States differ from those in other countries?; (2) How do the working conditions of U.S. teachers differ from those of teachers in other countries?; (3) How do U.S. teachers' opportunities for professional learning differ from those of teachers in other countries?; (4) How do the characteristics of the national teaching force influence student achievement?; And (5) What U.S. policies offer promise for improving teacher quality?

As societies change, so do the needs of students in their education systems. This volume argues that the core professional responsibility of today’s teacher is to create learning environments in which teaching and learning are linked to real-life situations.

This book brings together and compares the teacher education policies and practices of eight high-achieving countries to consider what creates high-quality teachers in today's world.

The journey of teacher education in India is both fascinating and complex, reflecting the country's rich historical heritage and diverse educational needs. The syllabus for the Fifth Semester of the Four Year Undergraduate Programme (FYUGP) at Gauhati University, specifically the course on "Teacher Education," has been meticulously crafted to equip future educators with a comprehensive understanding of the multifaceted nature of teacher education in India. This course, designated as Elective 3 with the course code 300 – 399, is a pivotal component of the Education subject in the undergraduate curriculum. It delves into the conceptual and historical foundations of teacher education, explores the various levels and structures of teacher education, and addresses the contemporary trends, issues, and challenges that shape the status of teacher education in India today. Furthermore, it emphasizes the importance of quality, responsibility, and professional ethics in the teaching profession, underscoring the crucial role that educators play in shaping the future of the nation.

Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014.

India has one of the largest student populations in the world; the quality of teaching is blamed for the poor performance by Indian students on internationally-comparative assessments. By analyzing various measures of teacher quality, this book provides a framework for policymakers to further improve teacher quality in India.