There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs. It is a "must read" book for those educators who are new to the college teaching profession and for those who are aspired to be outstanding and successful lecturers. After an introduction, "Teacher Educators Conducting Action Research in an Era of Accountability" by Ming-Fai Hui and David Grossman, this book is divided into three sections. Section I, Assessment for Learning, contains the following: (1) Developing Productive Synergies between Formative and Summative Assessment Process (David Carless); (2) Teaching and Learning in the Context of Mass Lecture (Amy Ah-May Chan-Yip); (3) Cultivating Creativity in the Classroom: Assessment for Improving Teaching and Learning (Ming-Fai Hui); and (4) Enhancing Effective Learning in an Language Teaching Module (Pamela Pui-Wan Leung). Section II, Innovative Pedagogy, contains the following: (5) Adopting the Guided Discovery Method to Teach Creative Problem Solving (Ming-Fai Hui); and (6) Using Information Technology to Foster Cooperative Learning and Peer Assessment (Eugenia Mee-Wah Ng). Section III, Linking Theory to Practice, contains the following: (7) From Theory to Practice: Curriculum for Autonomous Learning (Rita Shuk-Yin Berry); (8) Catering Individual Learning Differences through the Use of an E-learning Environment (Kai-Ming Li); (9) Becoming an Agent of Change: The Application of Process Writing in a Primary Class (Ina Yuen-Mei Siu); and (10) Constructing a Professional Knowledge-based for Teacher Education through Action Research (John Elliott). An index is included. [Foreword by Paul Morris.]