This critical review of research on teacher training and professional development illustrates the limitations of the main approaches to teacher development and advocates a dynamic view of policy and practice in teacher training and professional development.

This critical review of research on teacher training and professional development illustrates the limitations of the main approaches to teacher development and advocates a dynamic view of policy and practice in teacher training and professional development.

This critical review of research on teacher training and professional development illustrates the limitations of the main approaches to teacher development and advocates a dynamic view of policy and practice in teacher training and professional development.

(In)Equity in education and educational systems is a topic of outstanding relevance. Factors, like, for example, students’ socio-economic status or migration background have been found to be strongly related to academic achievement in various studies and this is a constant finding in large-scale assessment studies – especially for Germany. Not least because of the topics’ timeless meaning the 5th Dortmund Symposium on Empirical Educational Research was focused on questions pertaining to (in)equity. Factors of influence and approaches to overcome (in)equity were discussed by an international and interdisciplinary expert panel, with contributions from Cyprus, Ireland, Switzerland, Luxembourg, and Germany.