Myint Swe Khine & Yang Liu 
Handbook of Research on Teacher Education [PDF ebook] 
Innovations and Practices in Asia

Teacher Education at the Crossroads: Challenges and Prospects in Changing Times.- Teacher Education in a Developmental State: Singapore’s Ecosystem Model.- History of the present: Practices, development and challenges of teacher education in Macao.- Teacher Education System in Myanmar.- Teacher Education in Bhutan: Highlights and Challenges.- Teacher Education in Malaysia: Preparation, Practices, and Future Directions.- Teacher Education: Theory and Practice in Bangladesh.- Initial Teacher Education in Singapore and South Korea.- Teacher education curriculum in India: National imagination and actual practices.- Teacher education research and development in Indonesia: Preparing Educators for the 21st Century.

Myint Swe Khine is an Adjunct Professor at Curtin University, Australia. He has more than 30 years of experience in teacher education. He received Master’s degrees from the University of Southern California, USA, University of Surrey, UK, and the University of Leicester, UK, and a Doctoral degree from Curtin University, Australia. He worked at the National Institute of Education, Nanyang Technological University, Singapore, and Emirates College for Advanced Education in the United Arab Emirates. He has wide-ranging research interests in teacher education, science education, learning sciences, psychometrics, measurement, assessment, and evaluation. He is a member of the Editorial Advisory Board of several international academic journals. Throughout his career, he has published over 40 edited books. These include Large Scale School Reform and Social Capital Building (Routledge, 2013), Emerging Trends in Learning Analytics (Brill, 2019), Contemporary Perspectives on Research in Educational Assessment (Information Age Publishing, 2020), and Rasch Measurement: Applications in Quantitative Educational Research (Springer, 2020).

Yang Liu is a lecturer at the Shanghai Maritime University in China. He received a Master’s degree from Nanyang Technological University, Singapore, and a Ph.D. from Curtin University, Australia. His published work includes investigating students’ conceptual learning of science by using visual representations, content analysis of science textbooks, and exploring the effective teaching strategies when multiple modes of visualizations are presented in secondary school science classrooms. He further developed measuring instruments as well as instructional strategies for teachers based on the close examination of teachers’ teaching practices. His past research has been presented at national and international science and science education conferences. Yang continues to give significant attention to teachers’ instruction andteacher education.