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.
'Teaching learning that matters is an excellent resource for academics, teacher educators and those researching this area. This is a serious tome which would reward reading either its entirety or just chapters of particular interest. It is very well written and extremely well edited, and I applaud the editors and contributors for providing such a rich perspective on this diverse and challenging subject.' - Mike Calvert, York St John's University, UK - Journal of Education for Teaching
'Teacher Learning that Matters helps to undermine "silver bullet" ideas of professional development, and pushes our field towards a more complex and much needed view of teacher learning in the coming decades.' —Teachers College Record
'In an ever changing world, reform of education is the norm. This implies continuous teacher learning. This volume brings together a range of perspectives on teacher learning, and addresses cognitive as well as social aspects of teacher learning. In particular, the book demonstrates how teacher learning is situated in the structures and cultures of their school practice, and how, in that context, the relationships between teachers, and between teachers and school leaders, teacher educators, and students, are pivotal to bring about teacher learning that matters.' - Jan van Driel, Leiden University, the Netherlands.