This volume focuses on "teachers as learners" and includes chapters by leaders in the field of teacher education and professional development. The contributors explore innovative approaches ot the preparation and continuing professional development of teachers and consider policy issues in a teaching profession that faces new challenges in a changing world. The contributions, including a diverse range of cultural settings and methodological orientations, recognize the vital significance of teachers as learners--despite the challenges and constraints that face them in this regard. The critical discourse that emerges addresses these challenges, and invites educators to engage in a debate that is founded in the interpretation and translation of teachers' lived experiences. In the process, the contributors identify new orientations for teachers that might better enable them to sustain their identity as learners.