Teacher Training Series

1 Titles

This book series will provide a comprehensive exploration of teacher licensing, prerequisites, and
graduation requirements as a comprehensive view of the regulatory aspects governing teacher training
globally. Through diverse perspectives, this work will enrich the ongoing discourse on effective teacher
education, offering practical insights to a broad audience, including educators, policymakers, researchers,
and those dedicated to enhancing the quality of teaching and learning globally.

The primary goal is to provide valuable insights for improvement, highlighting the adaptations needed to meet evolving educational needs and align teacher training programs with dynamic shifts in global requirements.

For questions and proposals, contact series co-editors: 
Donna M Velliaris
Independent Scholar, Tokyo
Email: donnamvelliaris@gmail.com
Antony Nellissery
Head of Sterlite EdIndia Foundation
Email: antonynellissery@gmail.com

Resources for authors/editors:

Notes from the publisher:

  • Make sure the chapter does not exceed a word count of  5,000  max(including references). 
  • All in-text citations and references must follow the APA 7th edition manual.
  • Any text, figure or table that is reproduced from another publication will need adequate acknowledgment of the source AND permission.
  • Include an abstract for each chapter (120-150 words), including keywords (5-7 words). 
  • Please avoid endnotes/footnotes; instead, use them as regular text if needed.

Editorial Fellows:

Aisha Naz Ansari

PhD Education Student, School of Education, Durham University, United Kingdom
Email: aisha.naz@durham.ac.uk

Short Bio:
Aisha Naz Ansari is a PhD student at Durham University and a Research Specialist at the Aga Khan University, Institute for Educational Development, Pakistan. She has extensive experience in educational technology, including artificial intelligence in higher education, and is recognized as an Associate Fellow of the UK Higher Education Academy. Aisha has contributed to the Evidence Synthesis Infrastructure Collaboration (ESIC) and has published more than 30 research articles, systematic reviews, and research blogs in national and international outlets. Her research interests include systematic reviews, educational technology, educational psychology, teacher education, public–private partnerships, and teaching and learning in classroom environments.

Wilberforce Manoah Jahonga

Deputy Principal – Academics, Bushiangala Technical Training Institute, Kenya
Email: wmjahonga@gmail.com

Short Bio:
Wilberforce Manoah Jahonga is a seasoned education professional with more than 25 years of experience in the Technical and Vocational Education and Training (TVET) sector. As Deputy Principal – Academics at Bushiangala Technical Training Institute, he has demonstrated strong leadership in curriculum implementation, research, student management, and institutional development. He holds an MPhil in Educational Planning from Moi University and will complete his PhD in Economics of Education in December. His expertise spans academic administration, strategic leadership, and community service, with a deep commitment to youth empowerment and sustainable development.

All Books

Global Perspectives on Initial Teacher Education

By 
Donna M Velliaris
, 
Antony Nellissery
Publisher : STAR SCHOLARS PRESS
Published : January 28, 2026
DOI: https://doi.org/10.32674/y9xm0382
Global Perspectives on Initial Teacher Education offers a timely and incisive examination of how teachers are prepared to enter the profession in an increasingly complex world. Bringing together scholars and practitioners from diverse contexts, this volume explores the foundations, pedagogies, and professional identities that shape early teacher formation. Across its three parts, the book illuminates how globalization, technological innovation, inclusive frameworks, and culturally responsive practice redefine the work of preparing future educators. With attention to assessment, mentoring, instructional design, and the lived experiences of preservice teachers, the volume underscores the need for preparation models that are rigorous, humane, and globally informed. As the inaugural title in a new series on teacher education, it calls for coherent, research-driven approaches that equip new teachers to thrive amid the shifting demands of 21st century classrooms and to contribute to education as a global public good. Editors, Donna M Velliaris and Antony Nellissery Donna M Velliaris is a globally recognized educator, author, and speaker acclaimed for her transformative teaching methods and pioneering contributions to education. She holds Graduate Certificates in Australian Studies, Religious Education, and Guidance & Counselling; Graduate Diplomas in Secondary Education and Language & Literacy Education; three Master’s degrees in Educational Sociology, Studies of Asia, and Special Education; and a PhD in Education (2010) focused on the social-educational development of transnational students. Ranked among the Top 30 Global Gurus in Education for three consecutive years—2023 (No. 30), 2024 (No. 22), and 2025 (No. 9)—she is the author of eight books and more than 40 book chapters, as well as a sought-after international speaker committed to advancing education through excellence, innovation, and systemic transformation. Antony Nellissery is an education reformer with nearly three decades of experience advancing systemic change through school leadership, life-skills curricula, and teacher empowerment. Holding a PhD from Amity University and an alumnus of IRMA, he has worked across schools, foundations, and nonprofits, mentoring more than 200 professionals. Currently Head of the Sterlite EdIndia Foundation, he has been recognized as a Global Goodwill Ambassador , Reformer in Education – Regional (2023), Great Manager to Work With (2023–24) , Best CSR Head in the Education Domain (2024) , and co-authored The Skills Edge (2021). Guided by his belief that school leadership and trust-building are the cornerstones of lasting transformation, his work is deeply informed by his own experience of a teacher who once transformed his life during a period of struggle.