Education policies and the restructuring of the educational profession. Global and comparative perspectives.

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Autor/inn/en	Assaél, Jenny; Bédard, Mélanie; Carvalho, Luís Miguel; Cattonar, Branka; Cornejo, Rodrigo; Dupriez, Vincent; Feldfeber, Myriam; Gurova, Galina; Krüger, Michael; LeVasseur, Louis; Malet, Régis; Mincu, Monica E.; Mintrop, Rick; Mølstad, Christina Elde; Normand, Romuald; Oliveira, Dalila Andrade; Pagès, Marcel; Pettersson, Daniel; Piattoeva, Nelli; Pons, Xavier; Prøitz, Tine S.; Rasmussen, Annette; Rasmussen, Palle; Roller, Marvin; Skedsmo, Guri; Tulowitzki, Pierre; Verger, Antoni; Viseu, Sofia
Sonst. Personen	Normand, Romuald (Hrsg.); Liu, Min (Hrsg.); Carvalho, Luis Miguel (Hrsg.); Oliveira, Dalila Andrade (Hrsg.); LeVasseur, Louis (Hrsg.)
Titel	Education policies and the restructuring of the educational profession. Global and comparative perspectives.
Quelle	Singapur: Springer (2018), 271 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Perspectives on rethinking and reforming education
Beigaben	Literaturangaben
Zusatzinformation	Zusammenfassung
Sprache	englisch
Dokumenttyp	online; Monographie
ISSN	2366-1658
ISBN	978-981-10-8278-8; 978-981-10-8279-5
DOI	10.1007/978-981-10-8279-5
Schlagwörter	Schulpolitik; Schulentwicklung; Lehrer; Lehrerin; Lehrerausbildung; Beruf; Internationalität; Entwicklung; Reform; Welt; Deutschland
Abstract	The book analyzes worldwide changes in school organization and the teaching profession, and how the profession has been impacted by education policies that promote assessments and accountability. It also identifies some shifts in professional positions, statuses and profiles, and characterizes the impact and contextualization of professional standards that shape teaching practices and the management of schools. Further, the book provides relevant comparative and empirical data on the restructuring of the teaching profession in an era of globalization through a critical perspective on and an overview of the main research and comparative findings across countries. As such, the book is not only directed to educational researchers but will also interest professionals and policymakers, addressing a broader education and policy community concerned by the new aspects shaping the teaching profession in the 21st century. - INHALT: 1. Introduction (Luis Miguel Carvalho, Romuald Normand / pages 1-12). - 2. Soft Infusion: Constructing 'Teachers' in the PISA Sphere (Christina Elde Mølstad, Daniel Pettersson, Tine S. Prøitz / pages 13-26). - 3. Politics of Professionalization of Teaching: Contemporanean Development and Variations of Uses (Régis Malet / pages 27-42). - 4. School Inspectors in Europe: Towards a New Public Professionalism? (Xavier Pons / pages 43-56). - 5. Changes in School Governance and the Reshaping of Head Teachers' Roles and Identities in Portugal (Sofia Viseu, Luís Miguel Carvalho / pages 57-69). - 6. Education Policies, the Teaching Profession and Teacher Training in Germany - The Ever-Evolving 16-Piece Mosaic (Pierre Tulowitzki, Michael Krüger, Marvin Roller / pages 71-87). - 7. Policies for Teacher Training and Work in Argentina from the Turn of the Century (Myriam Feldfeber / pages 89-103). - 8. Between Evidence-Based Education and Professional Judgment, What Future for Teachers and Their Knowledge? (Vincent Dupriez, Branka Cattonar / pages 105-118). - 9. New Public Management and Its Effects in the Teaching Profession: Recent Trends in Spain and Catalonia (Antoni Verger, Marcel Pagès / pages 119-135). - 10. Comparison and Benchmarking as Key Elements in Governing Processes in Norwegian Schools (Guri Skedsmo / pages 137-158). - 11. Restructuring the Educational Profession in Denmark (Annette Rasmussen, Palle Rasmussen / pages 159-172). - 12. A Postsocialist Perspective on Audit Culture: Changing Practices and Subjectivities of School Teachers in a Russian Region (Galina Gurova, Nelli Piattoeva / pages 173-187). - 13. Neo-Liberal Managerialism and Professionalization in U.S. Schools (Rick Mintrop / pages 189-204). - 14. The Teaching Profession in the Context of New Public Management (Dalila Andrade Oliveira / pages 205-219). - 15. Leadership and New Public Management: The Forgotten Professional Dimension of School Organizations (Romuald Normand / pages 221-234). - 16. Overcoming Fragmented Professionalism? Accountability for Improvement in Teacher Preparation in Italy (Monica E. Mincu / pages 235-244). - 17. Work Regulations and Teacher Subjectivity in a Context of Standardization and Accountability Policies in Chile (Jenny Assaél, Rodrigo Cornejo / pages 245-257). - 18. Neoliberalism and New Public Action in Education in Québec: Changes in Primary School Culture and Teacher Identities? (Louis LeVasseur, Mélanie Bédard / pages 259-271). (zhb/text adopted).
Erfasst von	Zentrum für HochschulBildung - Technische Universität Dortmund
Update	2019/2