As with most dynamic activities that are based on social and cultural contexts and rely on interactions, education is a complex and often ambiguous endeavor. Despite this complexity, scholars and educators are often required to find ways of defining and explaining what "good" teaching is and to incorporate these conclusions into teacher education. This book contains eight scholarly articles from various countries around the world and offers unique and up-to-date perspectives on relevant practices and pedagogies for teachers' professional education and development. In this international book, it is argued that there is a significant inspiration and enrichment to be gained by investigating the policies and practices of teacher education systems from all over the world. This book contains the following chapters: (1) Educating Professional Teachers in Finland through the Continuous Improvement of Teacher Education Programmes (Jari Lavonen); (2) Power and Empowerment in Schools (Aishling Flaherty); (3) Curriculum Ideologies Reflecting Pre-Service Teachers' Stances toward Inclusive Education (Marita Mäkinen); (4) Facilitation of Teachers' Professional Development through Principals' Instructional Supervision and Teachers' Knowledge-Management Behaviors (Chien-Chin Chen); (5) Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice (Christine Edwards-Groves); (6) Challenges in Addressing Metacognition in Professional Development Programs in the Context of Instruction of Higher-Order Thinking (Anat Zohar and Elina Lustov); (7) Preparing Educational Hackers (Maya Wizel); and (8) Teachers' Knowledge of Curriculum Integration: A Current Challenge for Finnish Subject Teachers (Mikko A. Niemelä and Kirsi Tirri). [Zipora Libman is the co-editor of this book.]