Transnational curriculum standards and classroom practices. The new meaning of teaching.

Sonst. Personen	Sundberg, Daniel (Hrsg.); Wahlström, Ninni (Hrsg.)
Titel	Transnational curriculum standards and classroom practices. The new meaning of teaching.
Quelle	London; New York: Routledge, Taylor & Francis Group (2021), xi, 153 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-367-36683-4
Schlagwörter	Bildungsauftrag; Bildungsforschung; Empirische Untersuchung; Vergleichende Bildungsforschung; Curriculum; Grundschule; Lehrer; Partizipation; Bildungsstandards; Schulpolitik; Schweden; Schulpolitik; Bildungsforschung; Vergleichende Bildungsforschung; Unterrichtsforschung; Bildungsauftrag; Curriculumreform; Internationalisierung; Schulforschung; Schulforschung; Grundschule; Transnationale Kultur; Lehrer; Lehrerausbildung; Interkulturelle Bildung; Internationale Erziehung; Curriculum; Curriculumreform; Unterrichtsforschung; Unterrichtsgestaltung; Inklusion; Gemeinde (Kommune); Internationalisierung; Partizipation; OECD-Staaten; Schweden
Abstract	Focusing on the meaning of teaching, this book contributes to a deepened understanding of what it means to be a teacher in an institutional context ranked high on the policymakers' agenda. While the policy literature emphasises efficiency in teaching, educational research demonstrates an awareness of the importance of alternative perspectives on what makes for successful teaching. This book critically examines the conditions and dimensions of teaching as framed in current policy discourse and situates school education in relation to wider societal issues. Based on a four-year research project financed by the Swedish Research Council and drawing on international policy discourse, as well as international research, the chapters in this book contribute to the knowledge of relations and influences between international educational reform movements, national curriculum reforms, and implications for teaching and learning practices at the classroom level. Offering results and reflections from comprehensive comparative classroom studies, the book makes a distinctive contribution to our knowledge of the implications of policy for teachers and students. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4