In C. Day, A. Fernandez, T.E. Hauge, & J. Muller (Eds.), The life and work of teachers: International perspectives in changing times (pp. 256–270). London: Falmer Press. Ceglowski, J. (1998). Has globalization created a borderless world ...
Author: Reyes L. Quezada
This book proposes to excite readers to engage in conversations on how Schools and Colleges of Education can internationalize teacher education programs so that graduates have global teaching experiences, that teacher education curricula include global perspectives, and that there are opportunities to have faculty think and teach from a global perspective. The contributions in this book are by authors who have the knowledge and expertise in international teacher education to answer many questions regarding the development of a 21st century competent global teaching force. They describe their experiences, programs, and support for the goal of continuing to internationalize Schools and Colleges of Education. The book is designed to be interactive - readers are encouraged to engage themselves in the conversation as the editor invites them to e-mail any of the authors to discuss questions posed. Questions addressed in this issue include defining internationalization, global teacher competency, hearing "voices from the field" as graduates and faculty share how internationalization has had an impact on teaching, program development, and professional and personal development. This book was originally published as a special issue of Teaching Education.
The Life and Work of Teachers: International Perspectives in Changing Times, London: Falmer Press. Imbernón, F. (1994) La Formación y el Desarrollo Profesional del Profesorado. Hacia una Nuvea Cultura Profesional, Barcelona: Editorial ...
Author: Christopher Day
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.
Goodson, I. (2000). Professionalknowledge and the teacher«s life and work. In C. Day, A. Fernandez, T. Hauge, &J.Moller (Eds.),The life and workof teachers: International perspectives in changing times (pp. 13¥25). London: Falmer Press.
Author: Miriam Ben-Peretz
What is a veteran teacher, and how do veteran teachers contribute to schools and education? This international volume contributes to our understanding of veteran teachers with new conceptual studies and empirical research from different countries around the world. It is explores what we mean by a ‘veteran teacher’; the factors that encourage teachers to remain in the profession; the characteristics of a successful veteran teacher; and the values with which veteran teachers associate themselves. Rather than supporting stereotypes about teachers at different stages in their professional lives, this book both scrutinises prevalent stereotypes and explores the great variety of veteranship in teaching, in different cultures and different subject matter domains. Teacher retention is an increasingly difficult issue and there are severe problems of high staff turnover and attrition in many countries - so recognition of the qualities of more experienced teachers is timely, as well as valuing the potential contributions of veteran teachers in schools. The book also addresses broader issues about teachers’ lives and identities, the vulnerability of different groups of teachers to the effects of change and reform, and the various forms of teacher knowledge and teacher development. This book was previously published as a Special Issue of Teachers and Teaching.
Professional Knowledge and the Teachers' Life and Work. In C. Day, A. Fernandez, T. Hauge and J. Moller (eds), The Life and Work of Teachers. International Perspectives in Changing Times. London: Falmer. Gottlieb, E., 1996.
Author: Ian Stronach
Provides a critical account of how contemporary educational knowledge is put together and presented in the global knowledge economy, redefining the actors in the education process, including principally the child, pupil, and learner, but also the teacher, parent, inspector and policy-maker.
Rethinking the practice of teacher professionalism. In C. Day, A. Fernandez, T. Hauge, & J. Moller, (Eds.), The life and work of teachers: International perspectives in changing times. London: Routledge/Falmer. Sammons, P., Hillman, J., ...
Author: Tony Townsend
Publisher: Springer Science & Business Media
This book reviews of the development, implementation and practice of the disciplines of school effectiveness and school improvement. Seven main topics are addressed: History of the school effectiveness movement over the last 25 years; Changes in accountability and standards; Leadership in school effectiveness; Changes in teacher education; Impact of Diverse Populations; Education Funding and its Impact; and Best Practice Case Studies. The contributors are active in school effectiveness research worldwide.
The changing faces of teacher professionalism in England. In C. Day, A. Fernandez, T. E. Hauge, & J. Moller (Eds.), The life and work of teachers. International perspectives in changing times (pp. 93–108). London: Falmer Press.
Teachers’ Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers’ knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.
Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. ... In C. Day, A. Fernandez, T. Hauge, and J. Moller, eds., The Life and Work of Teachers: International Perspectives in Changing Times.
Author: Maria Chalari
This book attempts to examine the educational consequences of the recent social and economic situation in Greece, and it explores—on a general level—new possibilities for teaching and learning at times of national crisis. Using Greece as an exemplary case, Maria Chalari demonstrates how the relationship between neo-liberalism and education is especially salient during difficult times; it also demonstrates the effect of this relationship on teachers’ day-to-day experiences. By attending to, yet moving beyond, the negative implications of socio-economic crisis, this volume aims to present core educational values of the current era, as well as the crucial issues that may become opportunities for reflection and change.
International Perspectives in Changing Times Christopher Day, Alicia Fernandez, Trond E. Hauge, Jorunn Muller. Schooling is long on prescription, short on description. That is nowhere more evident than in the case of the two million ...
Author: Christopher Day
Contributors from around the world tackle the factors that have the greatest impact on creating quality learning opportunities for students: namely policy, school leadership and teaching/teachers' lives. Drawing on a range of critical conceptual and empirical perspectives, the contributions illustrate the extent to which experience can be similar around the world. The book sheds much-needed light on the effects of mandated change upon school leaders and teachers, both nationally and internationally. It also demonstrates how teachers have coped or flourished, both because and in spite of the changing circumstances they work under.
Author: Kenneth A. LeithwoodPublish On: 2012-12-06
Leading schools in times of change. ... Action research for educational change. ... In C. Day, A. Fernandez, T. Hauge, & J. Moller (Eds.), The life and work of teachers: International perspectives in changing times (pp. 13–26).
Author: Kenneth A. Leithwood
Publisher: Springer Science & Business Media
The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.
Readers should note that this accounts for differences in the total number of teachers indicated in each of the figures ... T. Hauge, & J. Moller (Eds.), The life and work of teachers: International perspectives in changing times (pp.
Author: Martin Bayer
Publisher: Springer Science & Business Media
The working and career lives of teachers have changed radically over the last two decades. Reforms have turned education into a commodity and pupils into ‘consumers’. Yet not since 1992 has there been a comprehensive overview of research findings on teachers’ working lives. This anthology plugs the gap by collecting various scholarly contributions and perspectives on teachers’ career trajectories and work lives. The material includes an introduction to previous research within the field, presents a range of contemporary research and offers suggestions as to what lies ahead. Among the contributors are leading educational academics who describe a variety of national contexts, illustrating how problems and challenges relating to the teaching profession manifest themselves and are tackled in different countries. The anthology also shows just how many aspects of teachers’ career trajectories and work lives transcend national boundaries. Common international themes include stronger ties between education and the economy, and a growing importance placed on how students’ skills relate to the perceived needs of the labour market. There is also a greater degree of political interference in curriculum goals and processes, and an expanding obsession with evaluation. In many countries, a whole generation of teachers are reaching retirement age, ‘changing the guard’ with a crop of new young recruits who are ever harder to attract. At a time when there is an increasing focus on issues such as teacher recruitment, retention and professional development, this anthology offers insight and inspiration to teacher educators and educational policy makers as well as to current and prospective teachers. It also aims at encouraging research into the field of teachers’ working lives.