Developing Teachers and Teaching Practice: International Research Perspectives

Developing Teachers and Teaching Practice: International Research Perspectives

Developing Teachers and Teaching Practice: International Research Perspectives

Developing Teachers and Teaching Practice: International Research Perspectives

Synopsis

Pressure is increasing on all those involved in education, from teachers to policy-makers, to transform schools as organisations, while continuing to implement effective new approaches to teaching and learning. The demand is not only to reach attained targets, but also to be accountable for teaching methods. Developing Teachers and Teaching Practice brings together a selection of papers given at the ninth conference of the International Study Association of Teachers and Teaching (ISATT). The collection takes as a central theme the issue of education as a key concern within the international rhetoric of globalisation. The book offers insights in to the nature of teaching and learning, including the key new research area of emotions. It then goes on to explore the nature of teacher learning before looking at the impact of major policy initiatives on the work of teachers internationally. Developing Teachers and Teaching Practice contains contributions from some of the best-known academics in the field, and will be of great interest to teacher educators and educational researchers around the world.

Excerpt

The international rhetorics of globalization and market forces impact on national and local educational agendas in a variety of ways. There is a growing consensus in these post-modern times that education is a key if not the key concern, and teachers are the 'frontline' troops in creating a bridgehead to a more positive, secure and successful life for today's young citizens. There is consistent and increasing pressure on teachers, school leaders, administrators, policy-makers and researchers to construct new understandings, insights and practices to bring about transformations in schools as organizations, while simultaneously inventing more appropriate, efficient and effective approaches to teaching and learning that are consonant with individual needs as well as national aspirations and economic competitiveness. While the walls of privatism may continue to be a dominant cultural characteristic of many schools and school systems, as the boundaries between school and community become more permeable, there is increasing pressure on teachers to be accountable not only for the attainment and achievement of their students but also for the ways in which they teach. Debates about which pedagogies are the most effective for which students and for which purposes are as passionate now as they were twenty years ago, and there is a growing industry for measuring pupil output in relation to teaching standards. In such circumstances, the classroom citadel is no longer a 'private' space in which to interact with students. Rather, there is demand for the walls of privacy to be transparent. The central message internationally, therefore, is that business as usual for schools and teachers is no longer an adequate response to a rapidly changing educational landscape.

This volume presents a selection of the two hundred papers given at the ninth biennial conference of the International Study Association on Teachers and Teaching (ISATT) that was hosted by St Patrick's College, Drumcondra, Dublin in July 1999. The theme of that conference was Teachers and teaching: revisioning policy and practice for the twenty-first century.

Our introduction is intended as a guide and summary to each of the three sections and the fifteen individual contributions which provide a variety of macro and micro research perspectives suggest tentative steps towards constructing that future by focusing on developing teachers and teaching. It also contains a critical overview of the field, situating the various macro and micro contributions within international flux and flows in relation to teacher development, school reform and educational change.

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.