Chapter 1 Trends and Themes in Teachers’ Working and Learning Environment

Chapter 2 Knowledge Construction and Learning to Teach about Teaching

Chapter 3 Shifting Stories to Live By

Chapter 4 The Crucible of the Classroom

Chapter 5 Practice, Theory, and Person in Lifelong Professional Learning

Chapter 6 New methods and perspectives on teacher evaluation

Chapter 7 Analyzing Teacher Knowledge in its Interactional Positioning

Chapter 8 Reconstructing Knowledge-in-Action

Chapter 9 Revisiting Teaching Archetypes

Chapter 10 Developing Science Teachers’ Knowledge on Models and Modelling

Chapter 11 It’s about Time

Chapter 12 The Authentic Teacher

Chapter 13 The Impact of Program Adoption on Teachers’ Professional Lives

Chapter 14 Comprehensive Development of Teachers Based on in-Depth Portraits of Teacher Growth

Chapter 15 Reconstructing Teacher Identity Through Efficacy for Community Engagement

Chapter 16 The Dichotomy Between Large-Scale Reform Rhetoric and the Perceptions of School-Based Practitioners

Chapter 17 Learning From ‘Interpreted’ Work Contexts

Chapter 18 What Do We Mean By Career-Long Professional Growth and How Can We Get It?

Chapter 19 Resiliency, Resistance and Persistence to be an Urban Teacher

Chapter 20 Design and Methodological Issues Related to Research on Partnerships between Teacher Education Institutions and Schools

Chapter 21 Teachers’ Perception of their Professional Autonomy in the Environment of Systemic Change