Introduction chapter - Exploring ways of transforming pedagogies -- Part One Transforming pedagogies through engagement with student voice and experience -- Chapter 1 - Engaging students in academic readings at Australian higher education: An experience learned from Asian education -- Chapter 2 - Improving pedagogy in response to students’ reflective learning needs -- Chapter 3 - Developing effective ‘global’ pedagogies in Western classrooms: A need to understand the internationalization process of Confucian heritage cultures (CHC) students -- Chapter 4 - Culturally supportive pedagogy: Challenges facing North Korean immigrant students in South Korea -- Chapter 5 - Learners as story writers: EFL creative writing practices in Indonesia -- Chapter 6 - Exploring attitudes towards ‘Asia literacy’ among Australian secondary school students -- Part Two Transforming pedagogies through engagement with teacher belief and knowledge -- Chapter 7 - A sociocultural perspective on preservice teachers’ beliefs and practices during the EAL practicum in Australian secondary schools -- Chapter 8 - Rethinking pedagogy for heritage language maintenance in early childhood settings: the power of play -- Chapter 9 - Implementing formative assessment in Asian classrooms: Strategies to navigate cultural and structural obstacles -- Chapter 10 - Making Sense of Teacher Agency within a Vocational-Academic Integration Program in a Chinese Vocational High School -- Chapter 11 - Teacher learning through dialogue: The cases of Vietnamese teachers -- Chapter 12 - Teacher change in science education: What could be done to make this happen? -- Part Three Transforming pedagogies through community engagement -- Chapter 13 - Posting your thoughts: A Pedagogical Perspective of Blogging -- Chapter 14 - Service Learning in a Suburban Community in Vietnam: Pre-Service EFL Teachers as Agents of Change -- Chapter 15 - Parents as teaching allies: Some cases in Japanese schools -- Chapter 16 - Educational Neo-liberalism and the Annexation of Literacy: a cautionary tale in the Asia-Pacific context.

This book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.