Perspectives on Knowledge, Context and Learning by Teachers -- Knowledge Construction and Learning to Teach about Teaching -- Shifting Stories to Live By -- The Crucible of the Classroom -- Practice, Theory, and Person in Lifelong Professional Learning -- New methods and perspectives on teacher evaluation -- Trends and Themes in Teachers’ Working and Learning Environment -- Perspectives on Teachers’ Personal and Professional Lives -- The Authentic Teacher -- The Impact of Program Adoption on Teachers’ Professional Lives -- Comprehensive Development of Teachers Based on in-Depth Portraits of Teacher Growth -- Reconstructing Teacher Identity Through Efficacy for Community Engagement -- The Dichotomy Between Large-Scale Reform Rhetoric and the Perceptions of School-Based Practitioners -- Teachers’ Workplace as Context for Learning -- Learning From ‘Interpreted’ Work Contexts -- What Do We Mean By Career-Long Professional Growth and How Can We Get It? -- Resiliency, Resistance and Persistence to be an Urban Teacher -- Design and Methodological Issues Related to Research on Partnerships between Teacher Education Institutions and Schools -- Teachers’ Perception of their Professional Autonomy in the Environment of Systemic Change -- Analyzing Teacher Knowledge in its Interactional Positioning -- Reconstructing Knowledge-in-Action -- Revisiting Teaching Archetypes -- Developing Science Teachers’ Knowledge on Models and Modelling -- It’s about Time.This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.