Teachersâ Perceptions Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachersâ own learning. The first article examined teacher experiences in the use of âœdesign thinkingâ by Retna. Next Hongâs and Youngsâ article looks into contradictory effects of the new national curriculum in South Korea. Lu Wang Ma Clarke and Collins explored Chinese teachersâ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachersâ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore Yeo Chong Neihart and Huan examined teachersâ first-hand experiences with inclusion; while Poon Ng Wong and Kaur study teachersâ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman Stoff Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authorsâ rich perspectives in different educational geographical and socio-cultural contexts would serve as a valuable resource for policy makers educational leaders individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education. . Language: English