Christopher Day is Professor of Education and Member of the Centre for Research on Educational Leadership and Management (CRELM), University of Nottingham, UK. He is also Professor of Educational Leadership at the University of Sydney, Australia, and Chair Professor of Educational Leadership at Beijing Normal University, China.

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• Introduction: Policy, teacher education and the quality of teachers and teachingChristopher Day1. Empathy, teaching dispositions, social justice and teacher educationRobert V. Bullough Jr 2. Pedagogical reasoning: the foundation of the professional knowledge of teaching John Loughran 3. Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice Auli Toom, Mikko Tiilikainen, Lauri Heikonen, Äli Leijen, Juanjo Mena and Jukka Husu 4. Teachers and teaching in China: a critical reflectionLeslie N.K. Lo 5. The Universities and initial teacher education; challenging the discourse of derision. The case of WalesJohn Furlong 6. Changing policy contexts and teachers´ work-life narratives: the case of Estonian vocational teachers Ivor F. Goodson and Meril Ümarik 7. Teacher collaboration: 30 years of research on its nature, forms, limitations and effectsAndy Hargreaves

Christopher Day is Professor of Education and Member of the Centre for Research on Educational Leadership and Management (CRELM), University of Nottingham, UK. He is also Professor of Educational Leadership at the University of Sydney, Australia, and Chair Professor of Educational Leadership at Beijing Normal University, China.

Select Guide Rating

• Introduction: Policy, teacher education and the quality of teachers and teachingChristopher Day1. Empathy, teaching dispositions, social justice and teacher educationRobert V. Bullough Jr 2. Pedagogical reasoning: the foundation of the professional knowledge of teaching John Loughran 3. Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice Auli Toom, Mikko Tiilikainen, Lauri Heikonen, Äli Leijen, Juanjo Mena and Jukka Husu 4. Teachers and teaching in China: a critical reflectionLeslie N.K. Lo 5. The Universities and initial teacher education; challenging the discourse of derision. The case of WalesJohn Furlong 6. Changing policy contexts and teachers´ work-life narratives: the case of Estonian vocational teachers Ivor F. Goodson and Meril Ümarik 7. Teacher collaboration: 30 years of research on its nature, forms, limitations and effectsAndy Hargreaves