Teacher quality, professional learning and policy : recognising, rewarding and developing teacher expertise
Author(s)
Bibliographic Information
Teacher quality, professional learning and policy : recognising, rewarding and developing teacher expertise
Palgrave Macmillan, c2019
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 247-279) and index
Description and Table of Contents
Description
This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers.
Table of Contents
Chapter 1. The Question of Teacher Quality.- Chapter 2. Issues of Teacher Expertise and Teacher Quality.- Chapter 3. Teachers and the Teaching Profession: Autonomy, Regulation and Expertise.- Chapter 4. Teachers' Careers, Work Life and Expertise.- Chapter 5. Teacher Professional Learning: Building Expertise over a Teaching Career.- Chapter 6. Teacher Quality and Evaluation and the Development of Accomplished Practice.- Chapter 7. Recognising and Rewarding Teacher Expertise and Accomplished Teaching.- Chapter 8. Career-long Professional Learning, Professionalism and Expertise.- Chapter 9. Developing and Sustaining Teacher Expertise
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