This book examines the significance of teacher expertise in the drive to improve quality and
effectiveness. Scrutinising both key conceptual issues and current policy developments and
approaches the authors analyse educational systems from around the world and question how
different cultural contexts and systems can implement measures to improve teacher
effectiveness. The book analyses factors such as policy change and teacher evaluation as well
as the regulation of the teaching profession to determine how these aspects can influence the
expertise of individual teachers. As numerous policy interventions have tried to define and
enhance teacher quality to raise pupil achievement this book calls for an interrogation of
this stance and signals a need to consider an alternative approach. This book will appeal to
students and scholars of teacher effectiveness and professional learning as well as
researchers and policymakers.
