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This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to exchange research, policy, and practice related to teacher educators' professional learning and development. We define teacher educators broadly as those who are professionally involved and engaged in the initial and ongoing education of teachers. Our contention is that while there is general agreement about the important role played by teacher educators, their professional education is understudied and undersupported. Here, we elaborate the rationale for this initiative, delineate our conceptual framework, and provide examples of steps taken in Belgium, Ireland, and Norway to develop the professional identities and knowledge bases of those who educate and support teachers, and conclude with implications for a scholarly study agenda having to do with research, policy, and practice relating to teacher educators' professional development.

This chapter traces the development of InFo-TED, the International Forum for Teacher Educators' Development, which originated with four European teacher educators in 2013. Given that the role of teacher educators is largely missing in the description of the enactment of teacher education, this work focused attention solely on teacher educators and their professional development, as well on how its membership kept InFo-TED growing and expanding internationally. Two contrasting narratives of teacher educator are included to show the diversity in their preparation and roles. The chapter ends with generic features of teacher educators' work and a discussion of what factors are more nationally, institutionally, and not to be overlooked, personally dependent. Erasmus funding and dissemination were discussed, all with the intent of understanding how to act locally, but impact globally.

This chapter examines the professional background, trajectories, and learning of a broad group of teacher educators involved in initial teacher education. The work specifically identifies those who shape the practice of teaching. The authors who are members of the International Forum on Teacher Educator Development (InFo-TED) were key to the creation of InFo-TED, NA (North America), which has used Zoom technology to launch and spread its efforts. Its central purpose is to spur teacher educators and policymakers to embrace new ways to educate all children.

Ethereum-based blockchain technology (EBT) affords members of the Enterprise Ethereum Alliance (EEA) a market advantage in deploying blockchain within their organizations, including cybersecurity and operational benefits, that leads firms to strategically invest in this nascent technology. However, the impact of such strategic investments in EBT has yet to be explored in the context of its relationship to firm value. Therefore, this study explores EBT-specific firm-level characteristics that result in a stock market reaction to announcements of strategic investments.

The authors use the event study methodology, strategic investment literature and signaling theory as contextualizing frameworks for their study. Additionally, the authors explore a new method for examining technology investments as a strategic counter to cybersecurity threats.

Firms that signal to the market their strong commitment to their strategic investment by developing an EBT proof of concept see significantly higher market returns. Firms that have had prior cybersecurity incidents are rewarded by the market for strategically investing in EBT, and when firms with large undistributed free cash flows utilize this cash for strategic EBT investment, the market is more likely to reward these firms, indicating the market views EBT investment positively in these circumstances.

The results of this study provide new evidence of the value impact of EBT for firms that suffered cybersecurity events in the past. The authors provide empirical evidence of firm-level characteristics that investors use to discern whether a strategic investment in EBT will drive organizational value. Likewise, the authors demonstrate how signaling affects investor perceptions of strategic information technology (IT) investments in EBT.

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became increasingly politicized and less of a public good with which the American public did not tinker. These reforms have four different themes: (1) strengthening the clinical component of teacher education, (2) preparing educators with the tools needed for equity and social justice, (3) participating in heightened accountability demands, and (4) expanding alternative certification. This chapter explores these four strands of reform and concludes they are colliding forces in which the country pours time, resources, and energy. Ongoing collisions on the reform landscape produce increasingly negative consequences for teacher education, teacher recruitment, and retention and America's public schools.

In this chapter, we develop an argument in support of comparative framing in teacher education research with the purpose of strengthening the education profession and particularly the professional field of teaching and teacher education. There is little agreement in the field on the required knowledge needed to become a highly effective teacher and on how to know that teachers know enough of a subject to teach it. We argue that comparative and collaborative cross-national studies serve as ideal catalytic forces to develop much-needed ontologies to develop definitions and realize contrasts, possibilities, and limitations. The construction of ontologies supports the epistemological bases of the profession. Comparative studies help to understand what others with similar goals such as the education and support of teachers have been able to achieve under what conditions, resources, and contexts.