This chapter summarises the findings and policy implications of this research. Although the patterns of teaching practices and participation in professional practice are strongly influenced by the specific interaction between traditions, culture and educational policy in each education system. Across systems, however, it is clear that high-quality instruction must surpass teacher-centred instruction: its vocation is to stimulate and challenge students. Student motivation is enhanced by both autonomy and social relatedness, as well as structured teaching and good classroom management. This report suggests that the main driver for advancement in teachers’ professional practices lies with developing a large repertoire of classroom teaching practices and granting autonomy and isolation to co-operatively reflect pedagogical practice.