This book examines the history, recent developments, and direction of travel of Russian teacher education. It draws on scholarly expertise and professional experience in Russia and locates the policies and practices that are discussed within the context of the continuing global reform of teacher education.

Providing a rich description of the trajectory of teacher education in Russia, the book analyses the processes of change between the history, current practice, and future directions for Russian teacher education. The chapters consider the relationship between research, policy, and practice and examine the respective influences of the former USSR, of processes of wider reform in the Russian Federation since ''glasnost'' and ''perestroika'', and of globalisation within education. What emerges from the book is that the Russian case is a prime example of ''vernacular globalisation'' in teacher education.

Many important insights into processes of education reform and some of the major themes in teacher education are discussed, thus providing new perspectives that are likely to be of interest to scholars and researchers of comparative education and teacher education, as well as policymakers.

This book examines the history, recent developments, and direction of travel of Russian teacher education. It draws on scholarly expertise and professional experience in Russia and locates the policies and practices that are discussed within the context of the continuing global reform of teacher education.

Providing a rich description of the trajectory of teacher education in Russia, the book analyses the processes of change between the history, current practice, and future directions for Russian teacher education. The chapters consider the relationship between research, policy, and practice and examine the respective influences of the former USSR, of processes of wider reform in the Russian Federation since ''glasnost'' and ''perestroika'', and of globalisation within education. What emerges from the book is that the Russian case is a prime example of ''vernacular globalisation'' in teacher education.

Many important insights into processes of education reform and some of the major themes in teacher education are discussed, thus providing new perspectives that are likely to be of interest to scholars and researchers of comparative education and teacher education, as well as policymakers.

This book examines the history, recent developments, and direction of travel of Russian teacher education. It draws on scholarly expertise and professional experience in Russia and locates the policies and practices that are discussed within the context of the continuing global reform of teacher education.

Providing a rich description of the trajectory of teacher education in Russia, the book analyses the processes of change between the history, current practice, and future directions for Russian teacher education. The chapters consider the relationship between research, policy, and practice and examine the respective influences of the former USSR, of processes of wider reform in the Russian Federation since ''glasnost'' and ''perestroika'', and of globalisation within education. What emerges from the book is that the Russian case is a prime example of ''vernacular globalisation'' in teacher education.

Many important insights into processes of education reform and some of the major themes in teacher education are discussed, thus providing new perspectives that are likely to be of interest to scholars and researchers of comparative education and teacher education, as well as policymakers.