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Includes bibliographical references and index. For details of individual papers see entries under authors as listed incontents. Contents: Section One. Globalization and diversity: promise or problem? -- 1. Teacher education in a new millennium: pressures andpossibilities / T Townsend and R Bates -- 2. Learning and leading in aglobalized world: the lessons from South Africa / J Jansen -- 3. Theinterplay between culture, teacher professionalism and teachers' professional development at times of change / A M Al-Hinai -- 4. Partnerships for progressing cultural democracy in teacher education inPacific Island countries / K Helu Thaman -- 5. The treaty, theinstitution and the chalkface: an institution-wide project in teachereducation / J Greenwood and L Brown -- 6. Where have all the teachersgone? Gone to be leaders, everyone / I Reid, K Brain and L ComerfordBoyes -- Section Two. Standards and accountability: what does it meanto be a good teacher and how can we make it happen? 7. Quality inteacher education: seeking a common definition / D G Imig and S R Imig --8. Standards and professionalism: peace talks? / M Newby -- 9. Regulation and autonomy in teacher education: system or democracy? / RBates -- 10. Globalisation and the reshaping of teacher professionalculture: do we train competent technicians or informed players in thepolicy process? / L Angus -- 11. Academics' perceptions of privateuniversity establishment standards and teaching quality / A Bakioglu andO Hacifazlioglu -- Section Three. Teacher preparation: getting thebrightest and making them the best -- 12. Mentoring in teachereducation: an experience that makes a difference for fledglinguniversity students / B Jane -- 13. Exploring 'Lifewide learning' as avehicle for shifting pre-service teachers' conceptions of teaching andlearning / J Ryan -- 14. Productive pedagogies: seeking a commonvocabulary and framework for talking about pedagogy with pre-serviceteachers / D Zyngier -- 15. From performing to performance: can therepositioning of teacher candidates create a measurable impact onchildren's achievement while developing positive teaching dispositions?/ R P Pelton -- 16. Maori student retention and success: curriculum,pedagogy and relationships / R Gorinski and G Abernethy -- 17. Theeffectiveness of teacher preparation programs in Jordan: a case study /M Al-Weher and M Abu-Jaber --18. Mentoring as the key to a successfulstudent teaching practicum: a comparative analysis / L Pungur -- 19. Preparing preservice teachers and meeting the diversity challengethrough structured service-learning and field experiences in urbanschools / T C Davis and B Moely -- 20. Teaching internships and thelearning community / L Carpenter and B Blance -- Section Four. Teacherinduction: from neophyte to professional in three easy steps -- 21. Workplace contexts of new teachers: an American tradition of 'payingone's dues' / I Riggs and R Sandlin -- 22. Re-thinking the basis for'high quality' teaching: teacher preparation in communities / H JMcLaughlin and G E Burnaford -- 23. The transition process: the earlyyears of being a teacher / Z O Wanzare -- 24. The knowledge buildingcommunity program: a partnership for progress in teacher education / JKiggins and B Cambourne -- 25. Newly qualified teachers in Hong Kong: professional development or meeting one's Fate? / V Forrester and JDraper -- 26. Meeting the standard? The new teacher induction scheme inScotland / J Draper, F Christie and J O'Brien -- Section Five. Continuousdevelopment of teachers: the challenge to change -- 27. Teacherprofessional learning, teaching practice and student learning outcomes:important issues / M. Meiers -- 28. Defining the meaning of teachersuccess in Hong Kong / Cheng May Hung, Au Kit Oi, Pang King Chee andCheung Lai Man -- 29. Networked learning communities: joined upworking? / I Reid, K Brain and L Comerford Boyes -- 30. Lesson study: anopportunity for teacher led professional development / C Podhorsky and DFisher -- 31. An alternative approach to CPD: an evaluation of theimpact on individual and institutional development of an actionlearning programme run in partnership by an HE institution and a sixthform college / M Aiello and K Watson -- 32. Building leadershipcapability through professional development : a New Zealand case studyanalysis / R Gorinski -- 33. A case study: the dilemmas ofbiculturalism in education policy and art education practice inAotearoa-New Zealand / J Smith -- 34. Professional development throughtransformation: linking two assessment models of teachers' reflectivethinking and practice / H. Tse -- 35. Action research and tacitknowledge: a case of the project approach / A A M Yip -- 36. The impactof a collaborative model for curriculum restructuring on teachers'professional growth / M Taplin, Dorothy Ng Fung Ping and H Fuqian -- 37. Teacher educators' collaborative inquiry in a context of educationalinnovation in China - A case study of RICH as a learning community forteacher educators / D Ying -- Section Six. The reflective practitioner:the way forward -- 38. Participation and the question of knowledge / NHooley -- 39. Understanding the social self: the role and importance ofreflexivity in schoolteachers' professional learning / A Moore -- 40. Teachers as leaders: building a knowledge base of practice throughresearching practice / J Loughran -- 41. School reform and transitionsin teacher professionalism and identity / C Day -- 42. Teachersengaging in research as professional development / E Honan -- SectionSeven. The impact of technology: tool of the trade or the terror forteachers? -- 43. ICTs and tomorrow's teachers: informing and improvingthe ICT undergraduate experience / G Russell and G Finger -- 44. Webfolios: authentic assessment of state and accreditation standards /P Gathercoal, J Crowe, S Karayan, T McCambridge, S Maliski, D O Love andG McKean -- 45. Collaborative online projects in a global community / MWells -- 46. Creating thinking professionals: teaching and learningabout professional practice using interactive technology / MWaniganayake, S Wilks and R Linser -- 47. The complexities of learning toteach: 'Just what is it that I am doing?' / C Gardner and J Williamson --48. Pre-service teachers self-perceptions of ICTE: an Australianperspective / G Russell and G Romeo -- Afterword. 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