In the worldwide movements of educational reform, educators are
forging new roles, identities and relationships. Leadership is
vital, but must be rooted in the capacity for learning. This volume
responds to the tensions and paradoxes brought by educational
reforms, presenting a critical discourse on teachers as learners.
The contributions bring an array of cultural settings and
methodological orientations, and reveal contextual burdens that
teachers should not carry in isolation. Teachers' learning demands
collective engagement to turn challenges into opportunities in a
sustainable quest for higher goals. The discourse concludes with a
vision for a new relationship among educational workers as a joint
force of learners in a cross-boundary endeavor for moral commitment
to education.
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