**Meet the editors**

Dr. Yehudith Weinberger, BSc (Biology), MA (Science Education), PhD (Education), is the rector of the Kibbutzim College of Education, Technology, and the Arts, the leading teacher education college in Israel. She serves as a referent of the Ministry of Education for new academic programs that are submitted to the Council for Higher Education in Israel. Her major areas of expertise are

higher-order thinking and metacognition, empathy in education, and teacher education and development. She is the author of two books (in Hebrew): *The Development of Thinking: A Challenge in Teacher Education* (2005) and *Thinking Chemistry: Integration of Cognitive and Didactic Aspects into Chemistry Laboratory Activities* (2007). Additionally, she edited the book *Education in an Era of Uncertainty* (2016).

Professor Zipora Libman, PhD, is the President of the Kibbutzim College of Education in Tel Aviv, Israel. Her research interests center on assessment and policy in education. She is the author and coauthor of many publications and has given numerous invited talks and tutorials. Her last book, *Learning, Understanding, Knowing: Exploring Pathways to Constructivist Teaching*, was published in 2014.

During 2008–2011, she served as a member of the Israeli Council for Higher Education, providing expertise on teacher training and on issues relating to policy and quality assurance in higher education. She also serves as a reviewer of the following periodicals: *Guilui Daat*, *Review of Educational Research*, and *Studies in Educational Evaluation*.

Contents

**Preface VII**

**Programmes 3** Jari Lavonen

Aishling Flaherty

Marita Mäkinen

Chien-Chin Chen

**Practice 67**

Chapter 2 **Power and Empowerment in Schools 23**

**toward Inclusive Education 37**

**Management Behaviors 51**

Christine Edwards-Groves

**Order Thinking 87** Anat Zohar and Elina Lustov

**Section 2 Innovative Practices for Teacher Education 65**

**Section 1 Strategies, Models and Policy in Teacher Education 1**

Chapter 1 **Educating Professional Teachers in Finland through the Continuous Improvement of Teacher Education**

Chapter 3 **Curriculum Ideologies Reflecting Pre-Service Teachers' Stances**

Chapter 4 **Facilitation of Teachers' Professional Development through**

Chapter 5 **Knowing Pedagogical Dialogues for Learning: Establishing a**

Chapter 6 **Challenges in Addressing Metacognition in Professional**

**Principals' Instructional Supervision and Teachers' Knowledge-**

**Repertoire of Classroom Interaction Practices as Core Teaching**

**Development Programs in the Context of Instruction of Higher-**
