Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

Brian Hudson is Emeritus Professor of Education at the University of Sussex, UK and Guest Professor in the Department of Educational Studies at Karlstad University, Sweden. He is a Fellow of the Institute of Mathematics and its Applications, honorary member of EERA Network 27 Didactics - Learning and Teaching and was awarded a National Teaching Fellowship in 2004.

Niklas Gericke is Professor in Science Education and Director of the SMEER (Science, Mathematics and Engineering Education Research) Research Centre at Karlstad University, Sweden, and guest professor at NTNU in Trondheim, Norway.

Christina Olin-Scheller is Professor in Educational Work, and Director of CSL (Centre of Language and Literature in Education) Research Centre and ROSE (Research on Subject-Specific Education) Research Group at Karlstad University, Sweden. She coordinates the Swedish National Literacy Network and participates in the Nordic QUINT (Quality in Nordic Teaching) research centre.

Martin Stolare is Professor in History at Karlstad University, Sweden, where he is Co-Director of the ROSE (Research on Subject-Specific Education) Research Group and Senior Researcher at CSD (Centre for Social Science Education).