"Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development. "Teachers Learning: Professional Development and Education" focuses on continuing teacher's professional development through accounts of recent enquiries. From presenting evidence and arguments about the teacher's roles and profession, knowledge and knowledge creation, other organisations in the educational landscape, issues of power, status and development, this book highlights the crucial importance and effectiveness of teachers' learning benefitting pupils and classroom learning. Following a list of contributors, the contents are as follows: Foreword: (Mary James, University of Cambridge); Acknowledgements; Editor's introduction: (Colleen McLaughlin); Chapter 1: Learning and Teaching: Are They by Any Chance Related? (John MacBeath, University of Cambridge); Chapter 2: The Role of Professional Learning in Determining the Profession's Future (Philippa Cordingley, Centre for the Use of Research and Evidence in Education); Chapter 3: Creating Reflexive Communities of Enquiry: Experiences of Professional Development Partnerships between Schools, Local Authorities and a University (Richard Byers, University of Cambridge, Angela Scott, Eastern Leadership Centre and Vivien Rosier, Essex Local Authority); Chapter 4: Developing Teachers, Schools and Systems: Partnership Approaches (David Frost, University of Cambridge); Chapter 5: Enquiry-Based Professional Learning Across the Career Course: Developments in Scotland (Moira Hulme, University of Glasgow); Chapter 6: Teacher Change and Changing Teachers via Professional Development (V. Darleen Opfer, RAND Education and David Pedder, University of Leicester); and Chapter 7: Values--Practice Dissonance in Teachers' Professional Learning Orientations (David Pedder, University of Leicester and V. Darleen Opfer, RAND Education). An index is also included. Individual papers contain references.