Professor John Chi-Kin Lee is Vice President (Academic) and Provost and Chair Professor of Curriculum and Instruction at The Education University of Hong Kong (EdUHK) (the then Hong Kong Institute of Education). He was Dean of Education and Professor of Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). Professor Lee was also the Director of the Centre for University and School Partnership and had served as a Fellow of United College and Morningside College at CUHK. His research interests focus on curriculum and instruction, life and values education, geographical and environmental education, teacher education and school improvement. He has served as the Editor of International Journal of Children’s Spirituality, Regional Editor (Asia Pacific) of Educational Research and Evaluation and Executive Editor of Teachers and Teaching as well as editorial board members or advisory editors of many local, regional and international journals. He is also a prolific writer who has edited and written more than 25 books and published over 100 journal articles and book chapters. His recent selected co-edited books are Transnational Education and Curriculum Studies: International Perspectives (co-edited with Noel Gough, 2020, Routledge), Green Schools Globally: Stories of Impact on Education for Sustainable Development (co-edited with Annette Gough and Eric P.K. Tsang, 2020, Springer) and European Didactics and Chinese Curriculum: Curriculum thoughts in Dialogue (co-edited with Kerry Kennedy, 2017, Routledge). He has served as the Changjiang Scholar Chair Professor conferred by the Ministry of Education, the People’s Republic of China and is a SEAMEO Research Fellow. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning, Director of the Centre for Religious and Spirituality Education, Co-Director (Research) of the Centre for Excellence in Learning and Teaching (CELT) and Co-Director of the Centre for Education in Environmental Sustainability at EdUHK.Professor Timo Ehmke is Full Professor for Empirical Educational Sciences and Co-Director of the Centre for Teacher Education (Zukunftszentrum Lehrerbildung, ZZL) at the Leuphana University of Lüneburg, Germany. Professor Ehmke serves currently as Vice Dean for Research at the Faculty of Education. In addition, he is Co-Leader of various research and development projects funded among others by the German Ministry for Education and Research (BMBF) and the German Research Foundation (DFG). His research interests lie in the field of teachers’ professional development, competency-based teacher education and large-scale student assessments. Professor Ehmke is the author and co-author of more than 100 research contributions. He is editor and co-editor of several books. Timo Ehmke works as senior editor of Cogent Education (Taylor & Francis).

• 1 Chinese and German Perspectives on Quality in Teacher Education: An Introduction 2 Teacher Education and Role of Educators under the Context of Educational Change in the Twenty-first Century: Prospects and Challenges 3 Initial Teacher Education in Mainland China: The Impact of Accountability and Globalization 4 Teacher Education in Germany: Historical Development, Status, Reforms and Challenges 5 Teacher Standards and Data Literacy of Teachers in China: Examples from Northern and Western Regions (Shanxi and Chongqing) 6 Innovative Approaches for Teacher Professional Development: Examples of Blended, Video- and Coaching-based Professional Development programs in Germany 7 E-Learning in Teacher Education in Hong Kong and Beijing in the Digital Era 8 ICT in Teacher Education and ICT-Related Teacher Professional Development in Germany 9 Teacher Education and Professional Development in STEM Education: Experiences in Mainland China and Hong Kong 10 STEM Teacher Education in Germany: Organization, Expectations, and Challenges from the Perspectives of the Subjects Mathematics and Physics 11 Implementing Education for Sustainable Development in the German School System: Implications for Teacher Education 12 University-School Partnership for the Professional Development of Teachers in Hong Kong: A Case Study of Developing Self-regulated Learning in Students 13 University-School Partnerships in Teacher Education in Germany 14 Improving the Effectiveness of Teacher Training for the Vocational Education and Training (VET) Sector in China: Trends, Challenges and Approaches 15 Teacher Education for the Vocational Education and Training (VET) Sector in Germany: Current Structures, Reforms and Challenges 16 Teaching Chinese as a Second Language: Chinese perspective 17 Teaching German as a second language: Implications for teacher education in Germany 18 Teacher Education in China and Germany – Conclusions and Research Outlook

Professor John Chi-Kin Lee is Vice President (Academic) and Provost and Chair Professor of Curriculum and Instruction at The Education University of Hong Kong (EdUHK) (the then Hong Kong Institute of Education). He was Dean of Education and Professor of Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). Professor Lee was also the Director of the Centre for University and School Partnership and had served as a Fellow of United College and Morningside College at CUHK. His research interests focus on curriculum and instruction, life and values education, geographical and environmental education, teacher education and school improvement. He has served as the Editor of International Journal of Children’s Spirituality, Regional Editor (Asia Pacific) of Educational Research and Evaluation and Executive Editor of Teachers and Teaching as well as editorial board members or advisory editors of many local, regional and international journals. He is also a prolific writer who has edited and written more than 25 books and published over 100 journal articles and book chapters. His recent selected co-edited books are Transnational Education and Curriculum Studies: International Perspectives (co-edited with Noel Gough, 2020, Routledge), Green Schools Globally: Stories of Impact on Education for Sustainable Development (co-edited with Annette Gough and Eric P.K. Tsang, 2020, Springer) and European Didactics and Chinese Curriculum: Curriculum thoughts in Dialogue (co-edited with Kerry Kennedy, 2017, Routledge). He has served as the Changjiang Scholar Chair Professor conferred by the Ministry of Education, the People’s Republic of China and is a SEAMEO Research Fellow. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning, Director of the Centre for Religious and Spirituality Education, Co-Director (Research) of the Centre for Excellence in Learning and Teaching (CELT) and Co-Director of the Centre for Education in Environmental Sustainability at EdUHK.Professor Timo Ehmke is Full Professor for Empirical Educational Sciences and Co-Director of the Centre for Teacher Education (Zukunftszentrum Lehrerbildung, ZZL) at the Leuphana University of Lüneburg, Germany. Professor Ehmke serves currently as Vice Dean for Research at the Faculty of Education. In addition, he is Co-Leader of various research and development projects funded among others by the German Ministry for Education and Research (BMBF) and the German Research Foundation (DFG). His research interests lie in the field of teachers’ professional development, competency-based teacher education and large-scale student assessments. Professor Ehmke is the author and co-author of more than 100 research contributions. He is editor and co-editor of several books. Timo Ehmke works as senior editor of Cogent Education (Taylor & Francis).

• 1 Chinese and German Perspectives on Quality in Teacher Education: An Introduction 2 Teacher Education and Role of Educators under the Context of Educational Change in the Twenty-first Century: Prospects and Challenges 3 Initial Teacher Education in Mainland China: The Impact of Accountability and Globalization 4 Teacher Education in Germany: Historical Development, Status, Reforms and Challenges 5 Teacher Standards and Data Literacy of Teachers in China: Examples from Northern and Western Regions (Shanxi and Chongqing) 6 Innovative Approaches for Teacher Professional Development: Examples of Blended, Video- and Coaching-based Professional Development programs in Germany 7 E-Learning in Teacher Education in Hong Kong and Beijing in the Digital Era 8 ICT in Teacher Education and ICT-Related Teacher Professional Development in Germany 9 Teacher Education and Professional Development in STEM Education: Experiences in Mainland China and Hong Kong 10 STEM Teacher Education in Germany: Organization, Expectations, and Challenges from the Perspectives of the Subjects Mathematics and Physics 11 Implementing Education for Sustainable Development in the German School System: Implications for Teacher Education 12 University-School Partnership for the Professional Development of Teachers in Hong Kong: A Case Study of Developing Self-regulated Learning in Students 13 University-School Partnerships in Teacher Education in Germany 14 Improving the Effectiveness of Teacher Training for the Vocational Education and Training (VET) Sector in China: Trends, Challenges and Approaches 15 Teacher Education for the Vocational Education and Training (VET) Sector in Germany: Current Structures, Reforms and Challenges 16 Teaching Chinese as a Second Language: Chinese perspective 17 Teaching German as a second language: Implications for teacher education in Germany 18 Teacher Education in China and Germany – Conclusions and Research Outlook

Professor John Chi-Kin Lee is Vice President (Academic) and Provost and Chair Professor of Curriculum and Instruction at The Education University of Hong Kong (EdUHK) (the then Hong Kong Institute of Education). He was Dean of Education and Professor of Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). Professor Lee was also the Director of the Centre for University and School Partnership and had served as a Fellow of United College and Morningside College at CUHK. His research interests focus on curriculum and instruction, life and values education, geographical and environmental education, teacher education and school improvement. He has served as the Editor of International Journal of Children’s Spirituality, Regional Editor (Asia Pacific) of Educational Research and Evaluation and Executive Editor of Teachers and Teaching as well as editorial board members or advisory editors of many local, regional and international journals. He is also a prolific writer who has edited and written more than 25 books and published over 100 journal articles and book chapters. His recent selected co-edited books are Transnational Education and Curriculum Studies: International Perspectives (co-edited with Noel Gough, 2020, Routledge), Green Schools Globally: Stories of Impact on Education for Sustainable Development (co-edited with Annette Gough and Eric P.K. Tsang, 2020, Springer) and European Didactics and Chinese Curriculum: Curriculum thoughts in Dialogue (co-edited with Kerry Kennedy, 2017, Routledge). He has served as the Changjiang Scholar Chair Professor conferred by the Ministry of Education, the People’s Republic of China and is a SEAMEO Research Fellow. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning, Director of the Centre for Religious and Spirituality Education, Co-Director (Research) of the Centre for Excellence in Learning and Teaching (CELT) and Co-Director of the Centre for Education in Environmental Sustainability at EdUHK.Professor Timo Ehmke is Full Professor for Empirical Educational Sciences and Co-Director of the Centre for Teacher Education (Zukunftszentrum Lehrerbildung, ZZL) at the Leuphana University of Lüneburg, Germany. Professor Ehmke serves currently as Vice Dean for Research at the Faculty of Education. In addition, he is Co-Leader of various research and development projects funded among others by the German Ministry for Education and Research (BMBF) and the German Research Foundation (DFG). His research interests lie in the field of teachers’ professional development, competency-based teacher education and large-scale student assessments. Professor Ehmke is the author and co-author of more than 100 research contributions. He is editor and co-editor of several books. Timo Ehmke works as senior editor of Cogent Education (Taylor & Francis).

• 1 Chinese and German Perspectives on Quality in Teacher Education: An Introduction 2 Teacher Education and Role of Educators under the Context of Educational Change in the Twenty-first Century: Prospects and Challenges 3 Initial Teacher Education in Mainland China: The Impact of Accountability and Globalization 4 Teacher Education in Germany: Historical Development, Status, Reforms and Challenges 5 Teacher Standards and Data Literacy of Teachers in China: Examples from Northern and Western Regions (Shanxi and Chongqing) 6 Innovative Approaches for Teacher Professional Development: Examples of Blended, Video- and Coaching-based Professional Development programs in Germany 7 E-Learning in Teacher Education in Hong Kong and Beijing in the Digital Era 8 ICT in Teacher Education and ICT-Related Teacher Professional Development in Germany 9 Teacher Education and Professional Development in STEM Education: Experiences in Mainland China and Hong Kong 10 STEM Teacher Education in Germany: Organization, Expectations, and Challenges from the Perspectives of the Subjects Mathematics and Physics 11 Implementing Education for Sustainable Development in the German School System: Implications for Teacher Education 12 University-School Partnership for the Professional Development of Teachers in Hong Kong: A Case Study of Developing Self-regulated Learning in Students 13 University-School Partnerships in Teacher Education in Germany 14 Improving the Effectiveness of Teacher Training for the Vocational Education and Training (VET) Sector in China: Trends, Challenges and Approaches 15 Teacher Education for the Vocational Education and Training (VET) Sector in Germany: Current Structures, Reforms and Challenges 16 Teaching Chinese as a Second Language: Chinese perspective 17 Teaching German as a second language: Implications for teacher education in Germany 18 Teacher Education in China and Germany – Conclusions and Research Outlook