Prof. Karanam. Pushpanadham is a Professor of Educational Management at the Department of Educational Administration, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Gujarat. He is the Member of the Senate, National Institute of Fashion Technology, Ministry of Textile, Government of India (2017-2019) and also the Member of the Senate, The Maharaja Sayajirao University of Baroda (2012-2013). Recipient of Swedish Institute's Guest Professorship at the Institute of International Education, Stockholm University, Sweden. Guest Professor of EUs Erasmus Mundus at the Aarhus University at Copenhagen Denmark. He has worked with British Council, India on the Global Teacher Accreditation Program and conducted several Teacher professional Development programs. He is currently working in the area of Teacher Education, Comparative International Education, Lifelong Learning, ICT in Education and Educational Management. He has directed several national and international research projects and published several books and research papers of high repute. He is the Member of several national committees on Education. He is the coordinator of the UGC- DSA program in the Department of Educational Administration.

Provides a comparative overview of teacher education policies and programs in Asia, Europe, Africa, and America

Offers a realistic view of how theory plays out in practice, and of intriguing teacher education models

Presents a comprehensive discussion of the emergence and resurgence of teacher education in the global era

PART 1: Teacher Education: Global Practices.- Chapter 1 -Teacher Education In Global Era: Retrospect and Prospect(Karanam Pushpanadham).- Chapter 2 - Teacher Education in Germany: A Holistic View of Structure, Curriculum, Development, and Challenges (Martin Drahman).- Chapter 3 - Teacher Education in Times of Migration and Digitalization: Comparative Examples from Germany and Turkey (Colin Cramer).- Chapter 4 - Bulgarian Teacher Preparation And Continuous Professional Development - Problems And Perspectives For Change (Boncho Gospodinov).- Chapter 5 - Perspectives And Practices of Teacher Education In Kenya In A Globalized World (F.Q Gravenier).- Chapter 6 - Teacher Education in Bhutan (Deki C. Gyamtso).- Chapter 7 - Teacher Education in Sweden: Revisiting the Swedish Model (Meeri Hellstén, LarissaMickwitz, Jonas Scharfenberg).- Chapter 8 - Teacher Education in Italy (Luigina Mortari, Roberta Silva).- Chapter 9 - Teacher Education in Malaysia: Practices, Challenges and Future Trends for the 21st Century.- (Donnie Adams, Vicneswary Muthiah).- Chapter 10 - Teacher Education in Bangladesh: Curriculum Framework, Practices, Issues and Future Directions (Md. Mujibur Rahman).- Chapter 11 - 21st Century Instruction? An analysis of educator course syllabus preparation approaches in a teacher preparation program in a select private university, Nairobi, Kenya (Lucy A Wakiaga).- Chapter 12 - Teacher Education in Mexico: Responding to educational needs of an ethnically diverse society ( Anne Julia Koster, Gunther Dietz).- Chapter 13 - Teacher as a Transformational Leader: Perspectives and Practices of Teacher Education in India (Karanam.Pushpanadham, Jaison Mammen).- Chapter 14 - A Critical Reflection of Teacher Education Policies and Programs in Afghanistan (Atif Noorajan).- Chapter 15 - Trends In The Development Of Ghanaian Teacher Education (Kofi Nkonkonya Mpuangnan).- Part 2:Teacher Education: Lifelong Learning Perspective.- Chapter 16 - Training Of Adult Educators In A Lifelong Perspective: Denmark as a Case (Bjarne Wahlgren).- Chapter 17 - Learning For Life In A Changing World: Teacher Preparation in England (Angela Cooke, Kevin Burden, Ray Kirtley ).- Chapter 18 - Professional Development of Higher Education Teachers in India: Progress So Far and the Way Ahead (Sayantan Mandal).- Chapter 19 - Metagogy: Toward a Contemporary Adult Education Praxis(Gabriele Strohschen, Kenneth Elazier).- Chapter 20 - Quality Of Teacher And Global Needs: Teacher Education in India (R.S Mani).