Part I Teacher Preparation and Teacher Quality 1.Two visions of teaching and teacher education for the 21st century.- 2. Teacher Quality in the Twenty-First Century: New Lives, Old Truths.- 3.The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Educator.- 4.“Evidence-based Teaching, Evidence-based Teacher Education”.- 5.Practices, experience and policy orientation for Free Education in normal universities in China.- Part II Preparing Teachers and Teacher Educators Globally and Locally 1.Discussion of the reconstruction of rural teacher training configuration in China.- 2.Mary Lynn Hamilton and Stefinee Pinnegar, The International Terrain of Teaching and Teacher Education: How can teacher educators prepare teachers for a world we cannot envision?.- 3.Exploring the Interaction of Global and Local in Teacher Education: Circulating Notions of What Preparing a Good Teacher Entails.- 4.Preparing 21st century teacher-researchers for worldly intellectual interactions … East/West, South/North, East/South: Uses of Chinese theoretical tools in Australian teacher education.- 5.Teacher Education in Hong Kong: Status, Contemporary Issues and prospects.- 6.Preparing Teacher Educators in US Doctoral Programs.- 7.Research on the Impact of Chinese Teacher Educational Reform on Teacher Candidates’ Quality after 1999.- Part III Professional Development 1. Future of Teaching and Educational Change.- 2.Learning to Teach Against the Institutional Grain: A Professional Development Model for Teacher Empowerment.- 3.Teacher Education: A question of sustaining teachers.- 4.Professional learning as a moral drive from critical discourse.- Part IV Social and Cultural Perspectives of Teacher Education 1.Social Justice and Teacher Education: Where Do We Stand?.- 2.Gery Smyth, Who are the teachers and who are the learners? Teacher education for culturally responsive pedagogy.- 3.Ninetta Santoro, The making of teachers for the Twenty-firstCentury: Australian professional standards and the preparation of culturally responsive teachers.- Part V Teachers’ Knowledge and Characteristics and the Quality of Teaching and Teacher Education 1.Chinese Elementary Teachers’ Mathematics Knowledge for Teaching: Roles of Subject Related Training, Mathematics Teaching Experience, and Current Curriculum Study in Shaping Its Quality.- 2.Yucui Ju, Living with the Tensions: A Narrative Inquiry into Teachers’ Personal Practical Knowledge in the Midst of Chinese Curriculum Reform.- 3. Yueting Xu, Language Teacher Emotion in Relationships: A Multiple Case Study.- 4.Hongying Zheng, Exploring the dynamic relationship between Chinese secondary school EFL teachers’ beliefs and practice.
