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
