Teacher Learning That Matters

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.

Mary Kooy is an Associate Professor in the Department of Curriculum, Teaching and Learning and Director of the Centre for Teacher Education and Development at the Ontario Institute for Studies in Education of the University of Toronto in Canada.

Klaas van Veen is an Associate Professor at ICLON Graduate School of Teaching, Leiden University in the Netherlands, where he is involved in the teacher education program and research.