Education Reform and the Global Regulation of Teachers' Education, Development and Work: A Cross-Cultural Analysis

Autor/in	Tatto, Maria Teresa
Titel	Education Reform and the Global Regulation of Teachers' Education, Development and Work: A Cross-Cultural Analysis
Quelle	In: International Journal of Educational Research, 45 (2006) 4-5, S.231-241 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2007.02.003
Schlagwörter	Teacher Effectiveness; Teaching (Occupation); Teacher Competency Testing; Standard Setting; Educational Change; Global Approach; Educational Environment; Educational Policy; Public Policy; Teacher Evaluation; Teacher Education; Cross Cultural Studies; Economic Factors; Accreditation (Institutions); Educational Improvement; Government Role; Educational Quality + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching; Lehrberuf; Standardisierung; Bildungsreform; Globales Denken; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Öffentliche Ordnung; Teacher appraisal; Lehrerbeurteilung; Lehrerausbildung; Lehrerbildung; Cultural comparison; Kulturvergleich; Ökonomischer Faktor; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität
Abstract	Current trends toward international accountability and standards adoption is strongly influenced by economic globalization forces as nations attempt to become competitive in the global market and try to shape their education systems to provide those skills needed in the growing global economy. As more rigorous research helps to uncover the important role of effective teachers on student learning, global and national policy increasingly points to teachers as a major factor on increasing learning and quality. Throughout the issue we examine the forces internal and global influencing policies directed at teachers in policy contexts lacking systematic and rigorous empirical evidence on the effectiveness of regulatory mechanisms introduced to control the teaching profession such as standard setting, teacher testing, evaluation and accreditation of teacher preparation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10