U.S. Secretary of Education Arne Duncan shares his report from the 4th International Summit on the Teaching Profession.


The theme of this year's International Summit on the Teaching Profession was "Excellence, Equity, and Inclusiveness" and addressed some high-priority questions for the participating countries including how can high-quality teachers be attracted to schools with the greatest needs? And what are the levers for improving equity in increasingly devolved education systems?


Teaching about religion is essential to the creation of respectful learning environments that adequately prepare students for an increasingly diverse and connected world.


Shanghai approached teacher professional development by building on tradition and adapting what they saw as the best ideas from other countries, including England, Finland, and the United States. Learn more.


Can one be globally competent without leaving the country? We explore this question.


Chinese and American English languages both evolved in an effort to increase literacy rates. An interesting historical perspective.


Why computer programming is the "it" language for the global innovation age.


A new graduate-level teaching certification focuses on the knowledge and skills needed for the global innovation age.


It is time to debunk the myths around student teaching abroad, perpetuated by colleges of education. I often meet with teacher educators who express an interest in providing overseas student teaching opportunities, but find the barriers too great. As I listen to these challenges, I have started to see a pattern emerging of commonly cited barriers—most of which are viewed as impossible to overcome. Not so. I have done research on international student teaching in the United States in order to get a better grasp on the availability of these programs and a better sense of how they operate....


New report highlights global best practices in recruiting and inducting new teachers into the teaching profession.


The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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