This publication provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools. It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. The first part of this volume sets out the three types of dynamic interactions that are related to pedagogy: between knowledge and practice, research sciences and creative implementations, and educational theories and particular practices. The second part explores how to implement these innovative pedagogies. It offers key elements and challenges that schools and teachers need to address, as well as insights about how to attune these new implementations in relation to particular learners and content domains. The third part summarises the work and approaches of 27 national and international networks of innovative schools. The networks featured are diverse and multi-faceted, with some focusing more on the implementation of similar innovations defined by common pedagogical principles, while others work as laboratories for sharing different innovative practices or as a platform to provide professional development to teachers.