International Handbook of Teacher Quality and Policy (Paperback) book cover

International Handbook of Teacher Quality and Policy

Edited by Motoko Akiba, Gerald K. LeTendre

© 2018 – Routledge

622 pages

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pub: 2017-09-05
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Description

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? 
  • 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 profession.

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™

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 LLUÍS PARCERISA

16 Assumptions and Implications of Adopting Educational Ideas from the West: The Case of Student-Centered Pedagogy in Turkey

HÜLYA KOSAR ALTINYELKEN AND SEMIHA SÖZERI

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 BLÖMEKE, 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 FERNÁNDEZ, ELIZABETH STRINGER KEEFE, ANDREW F. MILLER, JUAN GABRIEL SÁNCHEZ, 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

Index

About the Editors

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 Education.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General