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.