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This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of RIVER’s Teacher Enrichment Programme (RTEP). Through RTEP, RIVER seeks to supplement the implementation of the Diploma in Elementary Education (DElEd) programme in teacher education institutes across Andhra Pradesh. RTEP is grounded in the educational philosophy of Jiddu Krishnamurti and places immense faith in the compassionate role of the teacher; it may be read as RIVER’s application of Krishnamurti’s ideas to the contemporary context of Indian teacher education. In attempting to bring about teacher self-knowledge in its content and form, as well as openness in its method of dissemination, RTEP responds to the existing institutional challenges of teacher education in India. In doing so, this chapter argues, RTEP represents and reflects the tremendous power, foresight, and malleability of Krishnamurti’s philosophical thought.

This chapter discusses the relationship between social media and teacher education. By synthesizing empirical research, this chapter identifies several affordances that social media offers for teacher education, including promoting collaborative learning, building a community of practice, and generating content. Furthermore, it provides an exemplary case of a foreign language teacher education program, STARTALK, to illustrate the affordances and challenges of adopting social media for teachers’ professional development. Finally, it suggests future research directions and implications for teacher educators’ practices.

Barnett Berry considers five common myths about schools and teachers:(1) too few talented individuals enter teaching, primarily because certification barriers discourage them from becoming classroom teachers; (2) teacher preparation and experience matter little for student achievement; (3) the key to improving schools is to eradicate tenure and remove incompetent teachers; (4) sound business principles should be applied to education, and merit pay is key to motivating teachers; (5) charter schools, by forcing traditional educators to compete for students and funding, have become key levers for school improvement. Berry then points to policy options that would lead to high-quality schools and teachers for all students. Because teachers are the most important in-school resource, the current national failure to invest in improving our teaching force and to equitably distribute this resource is contributing to the opportunity gap. These policies, he concludes, need not continue.

This chapter describes Deno and Mirkin’s (1977) well-known Data-Based Program Modification manual. The manual’s main purpose was to detail an innovative and ambitious model of service delivery (Special Education Resource Teacher, or SERT) by which special educators’ roles would change to ensure an appropriate education for students with disabilities. Although formulated more than three decades ago, this SERT model addresses important issues and problems that resonate today. This review serves in part as an example of the sometimes cyclical nature of educational policy discussions. It also illustrates the informed, innovative, and practical thinking that has often been demonstrated by the special education community.