Naved Bakali is assistant professor of Education at the American University in Dubai.Nadeem A. Memon is a Senior Research Fellow in the Centre for Islamic Thought and Education (CITE) in Education Futures at the University of South Australia (UniSA).

• Introduction: GCC Teacher Education: Mapping Challenges and Complexities by Naved Bakali and Nadeem A. MemonPart I: Cultural Barriers in Teacher EducationChapter 1: The Challenges and Complexities of Religious Education in the UAE by Naved Bakali and Mariam AlhashmiChapter 2: Developing a Reflexive Teaching Identity in a Cross-Cultural Teaching Context: The Experience of Islamic Studies Teachers in an International School in Qatar by Mohammed Adly GamalChapter 3: Shifting Paradigms in Arabic Pedagogy and Policy in the UAE: Opportunities and Challenges for Teacher Education by Jessica Tsimprea Maluch and Hanada Taha ThomurePart II: Pedagogical Approaches and Praxis in Teacher EducationChapter 4: Teachers’ Preparedness for Inclusive Education in Oman: Exploring the Role of Teachers’ Agency for Inclusive Practices and Professional Skills by Mahmoud Mohamed Emam and Ali Hussain Al-BulushiChapter 5: Special Education and Teacher Training in Abu Dhabi: Reality and Prospects by Ahmed Hassan Hemdan, Mar

The chapters in this volume provide intricate detail on the developing contexts and reforms of teacher education in the GCC. The field is moving fast; these chapters are useful in mapping out the landscape, the trends, and the developments. The GCC is undergoing many changes, and education is inherently a part of the national goals to all GCC countries. Examining reform through teacher education is important to understanding the wider contexts of educational development in the region. This volume is important for this endeavor.