Part 1: Envisioning Teacher High-Quality Preparation: Ideas, Policies and Evaluations -- 1. Teacher Education in at the Crossroads—Educational Ecosystems for Equity and Quality of Learning -- 2. Heterogeneity and Diversity as Educational Requirements: The Academic Qualification Procedure for Teacher Trainees in Germany -- 3. Enhancing Teacher Assessment Literacy: One Approach to Improving Teacher Knowledge and Skills in Australia -- 4. The Development of Quality Assurance Mechanisms for Teacher Education in Taiwan -- 5. Educational Improvement for World-Class Teachers? A Critical Analysis of Policy Implementation in China -- 6. Professional Ethics and Conduct: Perspectives of Chinese Pre-service Teachers -- 7. A Study on the Impact of Teaching Practice on Pre-service Teachers’ Feeling of Preparedness to Teach -- Part 2: Understanding Teacher Quality: Connotation, Factors and Context -- 8. On the Materialist Basis of Teachers’ Holistic Professional Consciousness -- 9. The Ignorance Teaching and Intellectual Emancipation -- 10. Discourses of Teacher Quality: Neoliberalism, Public Choice and Governmentality -- 11. Developing, Sustaining and Retaining Teacher Quality: Factors that Count -- 12. Learning to Teach in Professional Community: Enhancing Teacher Knowledge in Practice -- 13. Rotating for Quality and Equality: A Study on Teachers as Borrowed Talents -- 14. Research on 2016-2030 China’s Urban and Rural Compulsory Education Teacher Demand Forecast.

This edited book is a collection of keynote speeches in the 3rd Global Teacher Education Summit in Beijing Normal University from October 14 to 16, 2017. The speeches intend to raise international response in the field of teacher education to the enduringly changing education policy environment. Multiple perspectives are needed in order to gain insights into teaching and teacher education for excellence and equity, as well as disentangle from rigid, inapplicable old paradigms. This book on one hand provides typify global voices, and on the other hand contributes Chinese stories to this field. China’s education manifests a tendency with stronger indigenous features related to the changing domestic climate and international geopolitical position. Chapters included about teaching and teacher education in China can provide local evidence, intelligence and relevance to global audience, and even voice indigenous epistemes within the non-Western platform. This book aims to build such dialogs between global perspectives and Chinese insights for heteroglossia in content and methodology in the field of teaching and teacher education.