ISBN:
9789462090774
Language:
English
Pages:
Online-Ressource (digital)
Series Statement:
The World Council of Comparative Education Societies 3
Series Statement:
Comparative and International Education: Diversity of Voices 22/3 (Istanbul)
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Preparation, Practice, and Politics of Teachers: Problems and Prospects in Comparative Perspective
Keywords:
Teachers
;
Teachers Training of
;
Education
;
Education
Abstract:
Preliminary Material /Mark Ginsburg -- Multilogue on the Preparation, Practice and Politics of Teachers /Mark Ginsburg , Maria Jose Bermeo , Karishma Desai and Katy de La Garza -- Preparing The Future of Schooling /Joan A. Traver , Odet Moliner , Elena Llopis and Isabel Candela -- Teaching in the Shadow of an Empire /Ashley Snell Goldstein -- Different Approaches, Different Outcomes /Mark Ginsburg , Juan Vicente Rodriguez , Arcadio Edu Ndong , C. Hansell Bourdon , Toni Cela Hamm , Eva Grajeda , Anita Sanyal and Winnehl Tubman -- Workplace Learning in Informal Contexts /Elena Jurasaite-Harbison -- Making Sense of Teacher Professional Development Through School Networks in Hong Kong /Kelvin Kwan Wing Mak -- Empowering Teachers to Focus on the Learner /Irene Psifidou -- The Exploration of Teacher Incentives /Chisato Tanaka -- Teacher Employment Under Neoliberalism /Sebiha Kablay.
Abstract:
This edited volume, based on papers presented at the World Congress of Comparative Education (Istanbul, 2010), presents research examining pre-service teacher education, in-service teacher development, and the politics of teachers’ work in a variety of geographical regions, including Asia, Africa, Eurasia, Europe, Latin America, and North America. More specifically, the chapters examine the situations, activities, and education of teachers in the societal contexts of Cuba, Equatorial Guinea, France, Germany, Ghana, Hong Kong, Ireland, Lithuania, The Netherlands, Scotland, Spain, Turkey, and the United States. The authors address a variety of important questions related to a group of employees who are key actors in determining the quality of education: How can pre-service teacher education best be organized for different purposes in various settings? What kinds of activities should be organized and who should be involved in in-service professional development to promote teacher capacity and commitment to perform their roles in classrooms and communities? What kinds of incentives can motivate teachers’ engagement with various aspects of their work? How do certain educational policies and reforms promote the professionalization or the deprofessionalization and proletarianization of teaching? What are the opportunities and constraints for teachers as they seek to operate within themicro-politics of schools and the macro-politics of society? The book thus contributes to refining our understanding of the critical theoretical issues in the field of comparative and international education as well as calling attention to dynamics that should be considered in developing and implementing as well as critiquing and resisting educational policies in varying contexts
Description / Table of Contents:
Preparation, Practice, and Politics of Teachers: Problems and Prospects in Comparative Perspective; TABLE OF CONTENTS; MULTILOGUE ON THE PREPARATION, PRACTICEAND POLITICS OF TEACHERS; INTRODUCTION; Origins and Strategies for Developing this Volume; Teacher Education; Teachers as Professional Employees; Teachers as Political Actors; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS; PREPARING THE FUTURE OF SCHOOLING: Attitudes of Teacher Education Students Towards Educational Innovation; INTRODUCTION; School, University, and the Information Society; Attitudes and Teaching Innovation; METHODOLOGY
Description / Table of Contents:
Key Features of the Teacher Education ProgramResearch Outcomes; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS; ANNEX; Items on Questionnaire Grouped According to Nine Dimensions; TEACHING IN THE SHADOW OF AN EMPIRE: Teacher Formation in Cuba and the United States; INTRODUCTION; Context of Teacher Formation in the United States; Context of Teacher Formation in Cuba; Pre-Service Training in Cuba; Pre-Service Training in the United States; New York Teacher Certification; Tennessee Teacher Certification; In-Service Professional Development in Cuba
Description / Table of Contents:
In-Service Professional Development in the United StatesCONCLUSION; NOTES; REFERENCES; AFFILIATION; DIFFERENT APPROACHES, DIFFERENT OUTCOMES: Professional Development of Teachers in the Political Context ofEquatorial Guinea; INTRODUCTION; CONCEPTUAL ISSUES; Approaches to Teacher Professional Development; Teacher's Role and Political Culture; HISTORICAL AND SOCIAL CONTEXT; PRODEGE: Professional Development Initiatives to Improve Educational Quality; METHODOLOGY; Samples; Instruments and Data Collection; Data Analysis; FINDINGS; Student Group Work; Classroom Communication
Description / Table of Contents:
Parental Participation in School-Related ActivitiesTeacher Involvement in the Community; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS; WORKPLACE LEARNING IN INFORMAL CONTEXTS: Transnational Comparison of Teacher Professional Growth inLithuania and the United States; INTRODUCTION; Theoretical Perspectives and Related Research; Teacher Learning; Contexts and Processes of Teacher Identity Construction; METHODS; The Context of the Study; Discourse Analysis; Data Sources or Evidence; RESULTS; State and Teachers Assign Different Value to Informal Learning; CONCLUSION; NOTE; REFERENCES; AFFILIATION
Description / Table of Contents:
MAKING SENSE OF TEACHER PROFESSIONALDEVELOPMENT THROUGH SCHOOL NETWORKS INHONG KONG: Teachers' PerspectivesINTRODUCTION; NETWORKS AS AN APPROACH TO TEACHER PROFESSIONALDEVELOPMENT; METHODOLOGY; FINDINGS: The School Context; Diverse Teacher Perceptions of the Curriculum's Subject Matter; Forming a School Network for the Liberal Studies Curriculum; Diverse Teacher Perceptions about Introduction of School Network; School Network's Impact on Teachers' Professional Knowledge; CONCLUSION; REFERENCES; AFFILIATION; APPENDIX 1
Description / Table of Contents:
EMPOWERING TEACHERS TO FOCUS ON THELEARNER: The Role of Outcome-Oriented Curricula in Six European Countries
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6209-077-4
URL:
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