Out-of-Field Teaching and Education Policy. International Micro-Education Policy. 1st ed. 2020.

Autor/in	Du Plessis, Anna Elizabeth
Titel	Out-of-Field Teaching and Education Policy. International Micro-Education Policy. 1st ed. 2020.
Quelle	Singapore: Springer Singapore (2020), XXV, 357 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen 11; farbige Illustrationen 7
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-981-15-1947-5; 978-981-15-1948-2; 978-981-15-1949-9; 978-981-15-1950-5
DOI	10.1007/978-981-15-1948-2
Schlagwörter	Bildungssoziologie; Bildungssystem; Bildungsmanagement; Bildungspolitik; Schule; Schulbesuch; Schulverwaltung; Lehrerbildung; Lernen; Unterrichtsprozess; Unterricht
Abstract	This book focuses on the elusive out-of-field teaching phenomenon and its direct effects on quality education globally. Based on the experiences and concerns of teachers and school leaders, it investigates the phenomenon's impact on everyday teaching and school practices, and offers insights into the challenges that out-of-field teachers face in maintaining their role as the "knowledgeable counterpart" in their teaching and learning environments. In this frame, it also highlights the often-overlooked importance of initial teacher education and its preparation of prospective teachers for employment in complex school contexts, subjects or year levels. The book emphasises the need to develop specific policy strategies to effectively address the global implications of out-of-field teaching, and explores the potential of micro-education policies as targeted support resources for teachers in these challenging positions. Through this new policy lens, which renegotiates the discourse of education policy as a quality education improvement framework, the book offers readers a comprehensive understanding of the urgent need for policy to uphold all stakeholders involved in these unique and complex environments. Accordingly, the book is a valuable resource for academic advisors, decision-makers, policy-makers, and educational and school leaders in developing new approaches to improving school outcomes that promote the retention of teachers for a strong and stable teaching workforce. Contents: 1 Connecting the Dots: Policy Development and the Out-of-field Teaching Reality in Education -- 2 Context-Conscious Understanding -- 3 Attention to the Numbers -- 4 The Realities Beyond the Numbers: The Policy-Pedagogy Relationship -- 5 Are Out-of-field Teachers and their Leaders Let Down by Policies? Policy Impact Matters! -- 6 Teacher and Student Wellbeing: The Policy Link -- 7 Policies to Build a Strong, Quality and Stable Teaching Workforce: In Spite of -- 8 Being in the Out-of-field Context: How It Influences the Validation of Policies -- 9 The Wider School Community, the Out-of-Field Phenomenon, and Education Improvement Policies -- 10 Rethinking Policies: The Balancing Act of Building a Stable Workforce and Improving Teachers' Capacity on an Educational Budget -- 11 Policy Development: A Process of Reflection, Engagement and Insurance?
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/2