Teachers in a World in Transition International Perspectives on Education Reform and Teachers’ Lived Experiences

Introduction: Understanding Global Phenomena of Transition Through Teachers’ Everyday Lives - Julien Tourneville, Betina Hsieh, Marie-Pierre Chopin Part 1. Teachers in Transition: Perceptions of Professional Status and Shifting Workforce Dynamics Preface: Evolving Experiences of Teachers- Betina Hsieh Chapter 1: “You Really Have to Hang in There and Not Expect Things To Be Easy”: What It Means to Be a Primary School Teacher in France in the 2020s - Sébastien-Akira Alix, Marie Vergnon Chapter 2: Sustaining the Calling to Teach: South Korean Teachers Maintaining Love, Joy, and Vulnerability in Evolving Educational Contexts - Paul Joo Hyun Koh, Sunun Park, Ji Hyun Hong Chapter 3: “We’re Teaching Them to Follow Orders”: English Language Arts Teachers’ Responses to State Takeover - Daniel I. Dawer Part 2. Teachers’ Roles in Transition: The Consequences of Policy Reform Preface: Evolving Environments of Teachers - Betina Hsieh Chapter 4: Novice and Veteran Lower-Secondary Public School Teachers in the Context of the 2013 Mexican Educational Reform - Alejandra Priede, Graciela Cordero-Arroyo, Karen Rivera-Cesena Chapter 5: Teacher Agency by Design: Structuring the Social Architecture of Curriculum Reform in Two Taiwanese Elementary Schools - Yi-Hwa Liou, Li-Chun Cheng, Cheng-Han Chiang Chapter 6: Between Rights and Realities: Teachers’ Perspectives on Ensuring a Safe School Environment - Annette-Pascale Denfeld, Esther T. Canrinus Part 3. “Democratizing” Educational Reforms in a Neoliberal World: Teachers Navigating Complex Tensions Preface: Evolving Expectations of Teachers - Betina Hsieh Chapter 7: Honoring Indigenous Knowledges in a Reformed Education Landscape: Reclaiming Teacher Being and Agency in the Australian Context - Jessica Gannaway, Nadine Crane Chapter 8: Inequalities in Infrastructure and Educational Resources in Public and Private Institutions in Costa Rica: A Comparative Analysis from the Teachers’ Perspective - Fabián Rojas-Ramírez, Silvia Saborío-Taylor, Dora Hernández Vargas Chapter 9: The Work of Remedial Educators in Quebec: Between Equity and Performance - Laurie Bergeron, Andrée Boily Chapter 10: Teachers Navigating Professionalism and Accountability Demands in Assessment - Larissa Mickwitz Conclusion: Diverse but Not Heterogeneous: Globalization in Context - Marie-Pierre Chopin, Betina Hsieh, Julien Tourneville

Biography

Betina Hsieh is the Boeing Endowed Professor of Teacher Education at the University of Washington (Seattle). Her research interests include international teacher education, teacher identity, teachers of color, and Asian Americans in education. Dr. Hsieh has published widely in peer-reviewed journals and presented over 75 research papers globally on issues related to teaching and teacher education.

Julien Tourneville is Associate Professor of Educational Sciences at the University of Bordeaux (France) and a member of the CeDS research unit (Cultures et Diffusion des Savoirs—Cultures and the Circulation of Knowledge). His research explores evolving relationships to work and the processes of professionalization and deprofessionalization in the field of education, with a particular focus on teaching, youth work, and sociocultural animation.

Marie-Pierre Chopin is Professor of Education and Training Sciences at the University of Bordeaux (France) and director of the Cultures et Diffusion des Savoirs (CeDS) laboratory. Her work focuses on teaching and learning phenomena and transmission practices, mainly in the worlds of education and culture. At the intersection of didactics and social sciences, her work aims to study the challenges and methods of knowledge dissemination in specialized contexts.

Alejandra Priede is Associate Professor in the Educational Leadership Department at California State University, Long Beach (CSULB). Dr. Priede’s research is dedicated to enhancing research and program evaluation methodologies, institutional effectiveness, and the academic success and well-being of students and student teachers—particularly those from diverse backgrounds.