International Handbook of Teacher Quality and Policy

International Handbook of Teacher Quality and Policy

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The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives?ã How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers in local policy contexts? What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching more

Product details

  • Hardback | 622 pages
  • 178 x 254mm | 1,324.49g
  • Taylor & Francis Ltd
  • London, United Kingdom
  • English
  • 49 Tables, black and white
  • 1138890774
  • 9781138890770

About Motoko Akiba

Motoko Akiba is Professor of Education Policy in the Department of Educational Leadership & Policy Studies at Florida State University. Gerald K. LeTendre is Harry L. Batschelet Professor of Educational Administration at Pennsylvania State University and editor of the American Journal of more

Table of contents

Introduction: Conceptualizing Teacher Quality and Policy in a Global Context MOTOKO AKIBA AND GERALD K. LETENDRE SECTION I Disciplinary and Theoretical Perspectives on Teacher Quality 1 Socio-Emotional Learning and Teacher Quality GERALD K. LETENDRE 2 Individual Excellence vs. Collaborative Culture: Sociology of Professions and Professionalization of Teaching in the U.S. SAKIKO IKOMA 3 The Culture of Teaching: A Global Perspective JAMES W. STIGLER AND JAMES HIEBERT 4 Quality in Early Childhood Education: An Anthropologist's Perspective JOSEPH TOBIN 5 Misdiagnosing America's Teacher Quality Problem RICHARD M. INGERSOLL 6 Policies to Improve Teacher Quality VERONICA KATZ AND JAMES WYCKOFF SECTION II Transnational Teacher Policy and Practice: Global Actors and Networks 7 The OECD Program TALIS and Framing, Measuring, and Selling Quality Teacher (TM) TORE BERNT SORENSEN AND SUSAN L. ROBERTSON 8 Three Models of Global Education Quality: The Emerging Democratic Deficit in Global Education Governance HEINZ-DIETER MEYER, ROLF STRIETHOLT, AND DAVID YISRAEL EPSTEIN 9 Improving Teacher Quality, Status and Conditions: The Role of Teacher Organisations DENNIS SINYOLO 10 Teacher Unions and Teacher Quality NINA BASCIA 11 eTwinning: A Teacher Network in Europe ARJANA BLAZIC AND BART VERSWIJVEL 12 The Global Spread of Lesson Study: Contextualization and Adaptations CATHERINE LEWIS AND CHRISTINE LEE 13 Comparing Contract Teacher Policies in Two States of India: Reception and Translation of the Global Teacher Accountability Reform ARUSHI TERWAY AND GITA STEINER-KHAMSI 14 Teacher Quality in Gulf Cooperation Council (GCC) Countries: Translating Global Discourse to National Education Systems ALEXANDER W. WISEMAN, PETRINA M. DAVIDSON, AND JOSEPH P. BRERETON SECTION III Perspectives and Experiences of Teachers in Policy Contexts 15 A Difficult Relationship: Accountability Policies and Teachers-International Evidence and Premises for Future Research ANTONI VERGER AND LLUIS PARCERISA 16 Assumptions and Implications of Adopting Educational Ideas from the West: The Case of Student-Centered Pedagogy in Turkey HUELYA KOSAR ALTINYELKEN AND SEMIHA SOEZERI 17 Policy as a Context for Quality Teaching in China: Diversity, Teacher Adaptation, and Chinese Migrant Children LISA YIU 18 Educational Reform, Indigenous Communities, and Teachers' Changing Work Roles TERRY WOTHERSPOON 19 Mentoring the Problematic: Context Matters ANDREA GALLANT AND PHILIP RILEY SECTION IV Comparative Research on Teachers and Their Work Contexts 20 When a Young Student Wants to Be a Teacher: Cross-National Differences in 15-Year-Old Students' Expectations of Becoming a Teacher SOO-YONG BYUN AND HYUNJOON PARK 21 International Lessons in Teacher Education LINDA DARLING-HAMMOND, DION BURNS, CAROL CAMPBELL, A. LIN GOODWIN, AND EE LING LOW 22 Quality Assurance in Teacher Education and Outcomes: A Study of Seventeen Countries LAWRENCE INGVARSON AND GLENN ROWLEY 23 Effects of Job Motives, Teacher Knowledge, and School Context on Beginning Teachers' Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan, and the United States SIGRID BLOEMEKE, RICHARD T. HOUANG, FENG-JUI HSIEH, AND TING-YING WANG 24 Teachers' Working Conditions: A Cross-National Analysis Using the OECD TALIS and PISA Data GUODONG LIANG AND MOTOKO AKIBA 25 Examining the Determinants, Issues and Policy Implications of Indian Teacher Migration for the Indian Education System RASHMI SHARMA 26 Teacher Efficacy Research in a Global Context HARAM JEON 27 Reimagining Teacher Quality for Quality Girls' Education in the Middle East and North Africa (MENA) EMILY ANDERSON SECTION V Teacher Policy, Implementation Process, and Impacts 28 Teacher Quality and Teacher Education Policy: The U.S. Case and Its Implications MARILYN COCHRAN-SMITH, MEGINA BAKER, STEPHANI BURTON, MOLLY CUMMINGS CARNEY, WEN-CHIA CHANG, M. BEATRIZ FERNANDEZ, ELIZABETH STRINGER KEEFE, ANDREW F. MILLER, JUAN GABRIEL SANCHEZ, AND REBECCA STERN 29 China's Free Teacher Education Policy PETER YOUNGS, HONG QIAN, SIHUA HU, AND XUEYING JI PRAWAT 30 Learning to Teach in Ghana: Lessons from Institution-Based Teacher Education for the African Context KWAME AKYEAMPONG 31 Teach for Australia: What, Who, Why, and How Well? SALLY WINDSOR 32 Instructional Coaching in Kenya: Supporting Teachers to Improve Literacy Outcomes STEPHANIE SIMMONS ZUILKOWSKI AND BENJAMIN PIPER 33 School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania JAN HARDMAN 34 Instructional Guidance Infrastructure, Curricular Reform, and Teachers' Beliefs Related to Elementary Mathematics Instruction MEGAN HOPKINS AND JAMES P. SPILLANE 35 Teacher Evaluation Reform in South Korea NAM-HWA KANG 36 Eliminating the Stavka System in Kyrgyzstan: Rationale, Impact, and Resistance to Change in the Post-Soviet Era GITA STEINER-KHAMSI AND RAISA BELYAVINA Conclusion: Teacher Quality and the Fate of Nations GERALD K. LETENDRE AND MOTOKO AKIBA List of Contributors Indexshow more