Emerging Teachers and Globalisation

1. Auflage 2010
ISBN: 978-0-415-87342-0
Verlag: Routledge

Buch, Englisch, 218 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 473 g

Reihe: Routledge Research in Education

While globalization has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Utilizing interview data from teachers within the social democratic traditions of Norway, the ‘corporatist welfare’ regime seen in Germany and the more individualised, market-led approach to education adopted in England, the book highlights the extent to which teacher identity formation is impacted by national pedagogic traditions, national policy contexts and institutional settings. The study examines the convergence and divergence between the three systems and their culturally specific settings. Students and scholars in the fields of Education Studies, Teacher Education and Training, and Comparative Education will find this book a fascinating and important read.

Autoren/Hrsg.

Czerniawski, Gerry

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. Introduction 2. The Impact of Globalisation on National Educational Contexts 3. Teachers’ Values 4. The Construction of Teacher Identities 5. Teachers Talking About Their Classroom Practice 6. Constructing and Deconstructing the Teacher’s Role 7. The Monitoring of Teachers 8. Opportunities for Professional Development 9. The Significance of Others 10. Conclusion

Über Autor(innen)

Gerry Czerniawski is Reader in Education at the University of East London, UK. His current professional practice as a teacher educator builds on a background of in-service training for teachers and a former role as a programme manager for staff development in an inner-city sixth form college in London. He is an author of numerous books and articles supporting the continuing professional development of teachers. In 2012, Gerry was awarded a National Teaching Fellowship from the Higher Education Academy. He sits on the Council for the British Educational Research Association (BERA).