Teachers in a World in Transition
Description
The first quarter of the 21st century has witnessed numerous reform efforts related to schooling and education. At the same time, across the world, many education systems are facing unprecedented challenges related to teachers, from rising teacher attrition and burnout to recruitment difficulties -symptoms of a world that is changing and evolving: a world in transition.
This book asks: How have teachers' experiences and environments evolved alongside educational reform? How have expectations of teachers changed? and what are the consequences of such change? Through studies spanning 10 countries across multiple continents, it examines how societal and political transitions are transforming teachers' daily lives and professional identities. By centering teachers' lived experiences within their national contexts, it reveals striking parallels in global educational transformation despite unique contexts of change. These perspectives, individually and collectively, allow us to understand the recent transformations and educational reform efforts, to meet teachers impacted by these changes, and to see how transitions impact teachers' experience of the profession internationally.
Combining original empirical research and comparative analysis, this book offers timely insights for researchers and students interested in international and comparative education, foundations of education, teacher education, education policy, and educational leadership.
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Persons
Betina Hsieh is the Boeing Endowed Professor of Teacher Education at the University of Washington (Seattle). Her research interests include international teacher education, teacher identity, teachers of color, and Asian American in education. Dr. Hsieh has published widely in peer reviewed journals and presented over 75 research papers globally on issues related to teaching and teacher education.
Julien Tourneville is an Associate Professor in Educational Sciences at the University of Bordeaux (France), and a member of the CeDS research unit (Cultures et Diffusion des Savoirs - Cultures and the Circulation of Knowledge). His research explores evolving relationships to work and the processes of professionalization and deprofessionalization in the field of education, with a particular focus on teaching, youth work, and sociocultural animation.
Marie-Pierre Chopin is a professor of education and training sciences at the University of Bordeaux (France) and director of the Cultures et Diffusion des Savoirs (CeDS) laboratory. Her work focuses on teaching and learning phenomena and transmission practices, mainly in the worlds of education and culture. At the intersection of didactics and social sciences, her work aims to study the challenges and methods of knowledge dissemination in specialized contexts.
Alejandra Priede is an Associate Professor in the Educational Leadership Department at California State University, Long Beach (CSULB). Dr. Priede's research is dedicated to enhancing research and program evaluation methodologies, institutional effectiveness, and the academic success and well-being of students and student teachers-particularly those from diverse backgrounds.
Content
Introduction: Understanding Global Phenomena of Transition Through Teachers' Everyday Lives - Julien Tourneville, Betina Hsieh, Marie-Pierre Chopin Part 1. Teachers in Transition: Perceptions of Professional Status and Shifting Workforce Dynamics Preface: Evolving Experiences of Teachers- Betina Hsieh Chapter 1: "You Really Have to Hang in There and Not Expect Things To Be Easy": What It Means to Be a Primary School Teacher in France in the 2020s - Sébastien-Akira Alix, Marie Vergnon Chapter 2: Sustaining the Calling to Teach: South Korean Teachers Maintaining Love, Joy, and Vulnerability in Evolving Educational Contexts - Paul Joo Hyun Koh, Sunun Park, Ji Hyun Hong Chapter 3: "We're Teaching Them to Follow Orders": English Language Arts Teachers' Responses to State Takeover - Daniel I. Dawer Part 2. Teachers' Roles in Transition: The Consequences of Policy Reform Preface: Evolving Environments of Teachers - Betina Hsieh Chapter 4: Novice and Veteran Lower-Secondary Public School Teachers in the Context of the 2013 Mexican Educational Reform - Alejandra Priede, Graciela Cordero-Arroyo, Karen Rivera-Cesena Chapter 5: Teacher Agency by Design: Structuring the Social Architecture of Curriculum Reform in Two Taiwanese Elementary Schools - Yi-Hwa Liou, Li-Chun Cheng, Cheng-Han Chiang Chapter 6: Between Rights and Realities: Teachers' Perspectives on Ensuring a Safe School Environment - Annette-Pascale Denfeld, Esther T. Canrinus Part 3. "Democratizing" Educational Reforms in a Neoliberal World: Teachers Navigating Complex Tensions Preface: Evolving Expectations of Teachers - Betina Hsieh Chapter 7: Honoring Indigenous Knowledges in a Reformed Education Landscape: Reclaiming Teacher Being and Agency in the Australian Context - Jessica Gannaway, Nadine Crane Chapter 8: Inequalities in Infrastructure and Educational Resources in Public and Private Institutions in Costa Rica: A Comparative Analysis From the Teachers' Perspective - Fabián Rojas-Ramírez, Silvia Saborío-Taylor, Dora Hernández Vargas Chapter 9: The Work of Remedial Educators in Quebec: Between Equity and Performance - Laurie Bergeron, Andrée Boily Chapter 10: Teachers Navigating Professionalism and Accountability Demands in Assessment - Larissa Mickwitz Conclusion: Diverse but Not Heterogenous: Globalization in Context - Marie-Pierre Chopin, Betina Hsieh, Julien Tourneville