Nations around the world have undertaken wide-ranging reforms of teacher professional development including curriculum, instruction, and assessments with the intention of better preparing all learners for the higher educational demands of life and work in the 21st century. What are the skills that young people need to be successful in this rapidly changing world and what competencies do teachers need, in turn, to effectively teach those skills to their students? The question that arises from this is, of course, new teacher preparation programs are needed to prepare graduates who are ready to teach well in a 21st century classroom. This question is, however, still difficult to answer with available comparative evidence