The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from 18 countries across 7 continents, the 40 chapters are grouped into 10 themes which represent key aspects of teacher and school development: (1) Issues of Professionalism and Performativity; (2) What Being an Effective Teacher Really Means; (3) Reason and Emotion in Teaching; (4) Schools in Different Circumstances; (5) Student Voices in a Global Context; (6) Professional Learning and Development; (7) Innovative Pedagogies; (8) School Effectiveness and Improvement; (9) Successful Schools, Successful Leader; and (10) Professional Communities: their practices, problems & possibilities. Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers. This book begins with "Connecting Teacher and School Development: Policies, Practices and Possibilities," an introduction by Christopher Day. Theme 1, Issues in Professionalism and Performativity, begins with an introduction by Leslie N. K. Lo and contains the following chapters: (1) Performing to Expectations: Teacher's Dilemma in East Asia and in Chinese Societies (Leslie N. K. Lo, manhong Lai and Shuangye Chen); (2) Performance Cultures of Teaching: Threat or Opportunity? (Judyth Sachs and Nichole Mockler); (3) Teaching as Profession... Are we there yet? (A. Lin Goodwin); and (4) Accountability vs Teacher Autonomy: an Issue of Balance (M. Ben-Peretz). Theme 2, Conjecture and Disjuncture in Teachers' Work Lives, begins with an introduction by Ciaran Sugrue and contains the following chapters: (5) Warehousing the School House: Impact on Teachers' Work and Lives (Sue Lasky); (6) Work and Life of South American Teachers in Their Contexts (Menga Ludke and Luiz Alberto Boing); (7) Teachers' Work and Lives: A European Perspective (Maria A. Flores); and (8) Teachers' Work and Lives in Sub-Saharan Africa: Outsider Perspectives (Ciaran Sugrue and Alicia Fentiman). Theme 3, Reason and Emotion in Teaching, begins with an introduction by Dan Liston and contains the following chapters: (9) Changing the Story: Teacher Education through Re-Authoring their Narratives (Mellony Graven); (10) Growing Immigration and Multiculturalism in Europe: Teachers' Emotions and the Prospects of Social Justice Education (Michalinos Zembylas and Sharon Chubbuck); (11) Presence in Teaching (Carol R. Rodgers and Miriam Raider Roth); and (12) Learning as Devotional Practice: The Role of the Teacher (Ann Game and Andrew Metcalf). Theme 4, Schools in Different Circumstances: Contexts Make a Difference, begins with an introduction by Pat Thomson and contains the following chapters: (13) Collaborative Inquiries into Literacy, Place and Identity in Changing Policy Contexts: Implications for Teacher Development (Barbara Comber and Helen Nixon); (14) Teachers, the Politics of the Governed and Educational Development: Insights from South Africa (Brahm Fleisch); (15) Local Context, Social Relations and School Organisation (Ruth Lipton); and (16) The Politics of Teacher Development for an Indigenous People: Colonising Assumptions within Maori Education in Aotearoa, New Zealand (Martin Thrupp and Carl Mika). Theme 5, Student Voices in a Global Context: Rights, Benefits and Limitations, begins with an introduction by Ruth Leitch and contains the following chapters: (17) Critical Issues and Contexts of Student Voice In the United States (Stephanie Serriere and Dana Mitra); (18) Engaging Students in Research Relationships for School Reform (Bill Atweh, Derek Bland, Kylie Smith and Ash Woodward); (19) Students' Views on Equity and Justice in India's Schools (Anita Rampal); and (20) Agency, Access, Silence and Ethics: How Young People's Voices from Africa can Contribute to Social and Educational Change in Adult-Dominated Societies (Susan Kiragu, Sharlene Swartz, Jeremiah Chikovore, Fibian Lukalo and Georgina Yaa Oduro). Theme 6, Professional Learning and Development, begins with an introduction by Anne Edwards and contains the following chapters: (21) The Praxis of Expansive Learning in Teaching (Wolf-Michael Roth); (22) Policies and Practices for the Continuing Professional Development (CPD) of Teachers in South Africa and Namibia (Kerry Kretchmar, John Nyambe, Maureen Robinson, Melanie Sadek and Ken Zeichner); (23) Continuing Professional Learning in the Asia-Pacific Region: Tensions and Opportunities in Teacher Knowledge and the Governance of Education (Joce Nuttal, Terri Seddon and Hien T. T Phan); and (24) The Professional Development of Teachers: European Perspectives (Anne Edwards and Viv Ellis). Theme 7, Innovative Pedagogies, begins with an introduction by Allan Luke and Annette Woods and contains the following chapters: (25) What Makes Teachers Effective? Profiles of Innovative Classroom Practice (Alison Kington, Christopher Day, Pam Sammons, Elaine Regan, Eleanor Brown and Judyth Gunraj); (26) Weaving As Frontload and Backend Pedagogies: Building Repertoires of Connected Learning (Dennis Kwek); (27) From New Media to Critical Media Literacies: Politics, Practice, and Pedagogy (Korina Jocson and Jeff Share); and (28) Moving with the Times: Pedagogies for Mobile Students (Robyn Henderson and Patrick A Danaher). Theme 8, School Effectiveness and Improvement, begins with an introduction by Tony Townsend and contains the following chapters: (29) School Effectiveness Research, 1932 to Today, Including a Call for Future Research (Sam Stringfield and Charles Teddlie); (30) Using Educational Effectiveness Research to Improve the Quality of Teaching Practice (B.P.M Creemers and Leonidas Kyriakides); (31) Good Schools for Some but why not Better Schools for all? Sub-Saharan Africa in Transition (Tom Bisschoff and Chris Rhodes); and (32) Capital Formation in the Futures Focused School: Indicators of a Breakthrough in School Improvement (B. Caldwell, D. Loader, J. Harris and Y. Zhao). Theme 9, Successful Schools, Successful Leaders, begins with an introduction by Olof Johansson and contains the following chapters: (33) Successful Schools Across North America: Meeting Challenges and Extending Opportunities in Canada and the United States (Paul V. Bredeson, Carolyn J. Kelly and Hans Klar); (34) Successful Schools--A European Perspective (Katerina Norberg); (35) Successful School Leadership in China (Allan Walker and Quian Haian); and (36) Successful Schools, Successful Leaders: The Australian (Case David Gurr). Theme 10, Learning About Professional Communities: Their Practices, Problems & Possibilities, begins with an introduction by Anne Lieberman and contains the following chapters: (37) Learning Communities in Learning Schools: Developing the Social Capacity for Change (Karen Seashore Louis); (38) Deepening Learning in School-to-School Networks(Louise Stoll, Judy Halbert and Linda Kaser); (39) Sustaining Professional Learning Networks--The Australasian Challenge (Susan Groundwater-Smith and Nicole Mockler); and (40) School Networks, Networked Learning and "Network Theory" (Mark Hadfield and Michael Jopling).