International Handbook of Teacher Quality and Policy

<p>The <em>International Handbook of Teacher Quality and Policy</em> is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions:</p><ul> <p> </p> <li>How has teacher quality been conceptualized from various disciplinary and theoretical perspectives? </li> <p> </p> <li>How are global and transnational policy actors and networks influencing teacher policies and practices? </li> <p> </p> <li>What are the perspectives and experiences of teachers in local policy contexts? </li> <p> </p> <li>What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? </li> <p> </p> <li>How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? </li> </ul><p>The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching profession. </p> <p>Introduction: Conceptualizing Teacher Quality and Policy in a Global Context </p><p>MOTOKO AKIBA AND GERALD K. LETENDRE</p><p>SECTION I</p><p>Disciplinary and Theoretical Perspectives on Teacher Quality </p><p>1 Socio-Emotional Learning and Teacher Quality </p><p>GERALD K. LETENDRE </p><p>2 Individual Excellence vs. Collaborative Culture: Sociology of Professions and Professionalization of Teaching in the U.S. </p><p>SAKIKO IKOMA </p><p>3 The Culture of Teaching: A Global Perspective </p><p>JAMES W. STIGLER AND JAMES HIEBERT </p><p>4 Quality in Early Childhood Education: An Anthropologist’s Perspective </p><p>JOSEPH TOBIN </p><p>5 Misdiagnosing America’s Teacher Quality Problem </p><p>RICHARD M. INGERSOLL </p><p>6 Policies to Improve Teacher Quality </p><p>VERONICA KATZ AND JAMES WYCKOFF</p><p>SECTION II</p><p>Transnational Teacher Policy and Practice: Global Actors and Networks </p><p>7 The OECD Program TALIS and Framing, Measuring, and Selling Quality Teacher™ </p><p>TORE BERNT SORENSEN AND SUSAN L. ROBERTSON</p><p>8 Three Models of Global Education Quality: The Emerging Democratic Deficit in Global Education Governance </p><p>HEINZ-DIETER MEYER, ROLF STRIETHOLT, AND DAVID YISRAEL EPSTEIN </p><p>9 Improving Teacher Quality, Status and Conditions: The Role of Teacher Organisations </p><p>DENNIS SINYOLO</p><p>10 Teacher Unions and Teacher Quality </p><p>NINA BASCIA</p><p>11 eTwinning: A Teacher Network in Europe </p><p>ARJANA BLAZIC AND BART VERSWIJVEL</p><p>12 The Global Spread of Lesson Study: Contextualization and Adaptations </p><p>CATHERINE LEWIS AND CHRISTINE LEE</p><p>13 Comparing Contract Teacher Policies in Two States of India: Reception and Translation of the Global Teacher Accountability Reform </p><p>ARUSHI TERWAY AND GITA STEINER-KHAMSI</p><p>14 Teacher Quality in Gulf Cooperation Council (GCC) Countries: Translating Global Discourse to National Education Systems </p><p>ALEXANDER W. WISEMAN, PETRINA M. DAVIDSON, AND JOSEPH P. BRERETON</p><p>SECTION III</p><p>Perspectives and Experiences of Teachers in Policy Contexts </p><p>15 A Difficult Relationship: Accountability Policies and Teachers—International Evidence and Premises for Future Research </p><p>ANTONI VERGER AND LLUÍS PARCERISA</p><p>16 Assumptions and Implications of Adopting Educational Ideas from the West: The Case of Student-Centered Pedagogy in Turkey </p><p>HÜLYA KOSAR ALTINYELKEN AND SEMIHA SÖZERI</p><p>17 Policy as a Context for Quality Teaching in China: Diversity, Teacher Adaptation, and Chinese Migrant Children </p><p>LISA YIU</p><p>18 Educational Reform, Indigenous Communities, and Teachers’ Changing Work Roles </p><p>TERRY WOTHERSPOON</p><p>19 Mentoring the Problematic: Context Matters </p><p>ANDREA GALLANT AND PHILIP RILEY</p><p>SECTION IV</p><p>Comparative Research on Teachers and Their Work Contexts </p><p>20 When a Young Student Wants to Be a Teacher: Cross-National Differences in 15-Year-Old Students’ Expectations of Becoming a Teacher </p><p>SOO-YONG BYUN AND HYUNJOON PARK</p><p>21 International Lessons in Teacher Education </p><p>LINDA DARLING-HAMMOND, DION BURNS, CAROL CAMPBELL, A. LIN GOODWIN, AND EE LING LOW</p><p>22 Quality Assurance in Teacher Education and Outcomes: A Study of Seventeen Countries </p><p>LAWRENCE INGVARSON AND GLENN ROWLEY</p><p>23 Effects of Job Motives, Teacher Knowledge, and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan, and the United States </p><p>SIGRID BLÖMEKE, RICHARD T. HOUANG, FENG-JUI HSIEH, AND TING-YING WANG</p><p>24 Teachers’ Working Conditions: A Cross-National Analysis Using the OECD TALIS and PISA Data </p><p>GUODONG LIANG AND MOTOKO AKIBA</p><p>25 Examining the Determinants, Issues and Policy Implications of Indian Teacher Migration for the Indian Education System </p><p>RASHMI SHARMA</p><p>26 Teacher Efficacy Research in a Global Context </p><p>HARAM JEON</p><p>27 Reimagining Teacher Quality for Quality Girls’ Education in the Middle East and North Africa (MENA) </p><p>EMILY ANDERSON</p><p>SECTION V</p><p>Teacher Policy, Implementation Process, and Impacts </p><p>28 Teacher Quality and Teacher Education Policy: The U.S. Case and Its Implications </p><p>MARILYN COCHRAN-SMITH, MEGINA BAKER, STEPHANI BURTON, MOLLY CUMMINGS CARNEY, WEN-CHIA CHANG, M. BEATRIZ FERNÁNDEZ, ELIZABETH STRINGER KEEFE, ANDREW F. MILLER, JUAN GABRIEL SÁNCHEZ, AND REBECCA STERN</p><p>29 China’s Free Teacher Education Policy </p><p>PETER YOUNGS, HONG QIAN, SIHUA HU, AND XUEYING JI PRAWAT</p><p>30 Learning to Teach in Ghana: Lessons from Institution-Based Teacher Education for the African Context </p><p>KWAME AKYEAMPONG</p><p>31 Teach for Australia: What, Who, Why, and How Well? </p><p>SALLY WINDSOR</p><p>32 Instructional Coaching in Kenya: Supporting Teachers to Improve Literacy Outcomes </p><p>STEPHANIE SIMMONS ZUILKOWSKI AND BENJAMIN PIPER</p><p>33 School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania </p><p>JAN HARDMAN</p><p>34 Instructional Guidance Infrastructure, Curricular Reform, and Teachers’ Beliefs Related to Elementary Mathematics Instruction </p><p>MEGAN HOPKINS AND JAMES P. SPILLANE</p><p>35 Teacher Evaluation Reform in South Korea </p><p>NAM-HWA KANG</p><p>36 Eliminating the Stavka System in Kyrgyzstan: Rationale, Impact, and Resistance to Change in the Post-Soviet Era </p><p>GITA STEINER-KHAMSI AND RAISA BELYAVINA </p><p>Conclusion: Teacher Quality and the Fate of Nations </p><p>GERALD K. LETENDRE AND MOTOKO AKIBA</p><p>List of Contributors </p><p>Index</p>