Teacher policy: a framework for comparative analysis (original) (raw)
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Teacher Education Policy and Practice
Teacher Education Policy and Practice, 2017
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Teachers' Views of Educational Policies and Teaching. Collected Papers. Final Report
1984
The papers in this collection report on various aspects of a project which studied the effects of educational policies upon classroom teaching. The background of the project is a set of intensive interviews of 43 randomly-selected teachers in 3 diverse school districts. In "Teaching Standards or Standardized Teaching," the point is made that school systems serio s about teacher quality must shun rty measures "remote control" accountabiures and treat teachers as professionals. "Beyond Standard zation: State Standards and School Improvement" discusses state edu ational policies mandating standardized testing for students. 'The Seduction of'Central Office Administrators by Effective Schools esearch" raises the question of the reliability of such rests-_ h and how well state policymakers understand research results. "Sc ool Reform by
Teacher education as an ongoing professional trajectory: Implications for policy and practice.
Singapore: Springer, 2023
This edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers’ own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners.
Education Policy Analysis Archives, 2018
In the policy climate where various actors claim to have the solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices. This introduction to the special issue explores policy contestations surrounding teacher education and highlights some of the perspectives overlooked by policy debates. It lays out new priorities for the teacher education community to ensure that the profession's collective voice would be heard by policy-makers and by the public at large.
Piecing together the teacher policy landscape: Multi-level case study findings from three states
Teachers College Record
Background/Context: Evidence suggests that teachers are a critical resource in realizing high-quality educational opportunities for all students. However, many school systems across the country continue to employ large numbers of teachers who, by most indicators, do not fit into the category of "high quality." Although policy makers at various levels of government have responded to the teacher staffing problem, we know very little about the range of strategies being used or how these strategies are packaged together. Purpose/Objective: This article presents and applies a three-dimensional typology designed to organize and analyze the array of teacher policies across education systems. This analytic tool extends current approaches to studying teacher policy in three ways. First, our approach recognizes the multidimensional nature of the teacher staffing problem and the array of policy responses to it. Second, we acknowledge that multiple levels of the system are simultaneously at work to address teacher staffing and teacher quality, so that each policy at any given level is part of a broader web of policies being employed across the educational system.
Proceedings of the 15th Biennial of the International Study Association on Teachers and, 2011
This paper is part of ongoing research undertaken for a PhD thesis in Education Sciences, specialty of Curriculum Development. The objective is to understand the impact of recent legislation-Teaching Career Statute (TCS) and its respective Evaluation of Teacher Performance (ETP)with particular emphasis on the (re)construction of the identity, career and professional development of teachers. In this context we were able to formulate these research questions: do the government"s education policies encourage teacher development? Will opportunities for teacher development be created in schools? Will the goal of improving the quality of teaching be achieved in education contexts sustained by teaching malaise? In this paper we shall explain the perceptions of elementary school teachers recounted in written and oral biographical narratives and in three discussion groups set up for the purpose. In addition we present some of the results yielded by responses to a questionnaire sent out to 396 elementary school teachers and their statistical analysis using the chi-square test and t-test. The professional experiences recounted by the teachers suggest outcomes different from those foreseen by Portugal"s policymakers, emphasising the weaknesses and inapplicability of the core objectives established in the legislation on the Portuguese system.
Theory and Evidence on Teacher Policies in Developed and Developing Countries
The past decade has seen the emergence of numerous rigorous impact evaluations of teacher policies. This paper reviews the economic theory and empirical evidence on eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. The paper also discusses key concepts and methods in econometrics to understand existing studies and offers some directions for future research.