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001 978-94-6209-077-4
003 DE-He213
005 20140220083350.0
007 cr nn 008mamaa
008 130220s2012 ne | s |||| 0|eng d
020 _a9789462090774
_9978-94-6209-077-4
024 7 _a10.1007/978-94-6209-077-4
_2doi
050 4 _aL1-991
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370
_223
100 1 _aGinsburg, Mark.
_eeditor.
245 1 0 _aPreparation, Practice, and Politics of Teachers
_h[electronic resource] :
_bProblems and Prospects in Comparative Perspective /
_cedited by Mark Ginsburg.
264 1 _aRotterdam :
_bSensePublishers :
_bImprint: SensePublishers,
_c2012.
300 _bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aThe World Council of Comparative Education Societies ;
_v3
520 _aThis edited volume, based on papers presented at the World Congress of Comparative Education (Istanbul, 2010), presents research examining pre-service teacher education, in-service teacher development, and the politics of teachers’ work in a variety of geographical regions, including Asia, Africa, Eurasia, Europe, Latin America, and North America. More specifically, the chapters examine the situations, activities, and education of teachers in the societal contexts of Cuba, Equatorial Guinea, France, Germany, Ghana, Hong Kong, Ireland, Lithuania, The Netherlands, Scotland, Spain, Turkey, and the United States. The authors address a variety of important questions related to a group of employees who are key actors in determining the quality of education: How can pre-service teacher education best be organized for different purposes in various settings? What kinds of activities should be organized and who should be involved in in-service professional development to promote teacher capacity and commitment to perform their roles in classrooms and communities? What kinds of incentives can motivate teachers’ engagement with various aspects of their work? How do certain educational policies and reforms promote the professionalization or the deprofessionalization and proletarianization of teaching? What are the opportunities and constraints for teachers as they seek to operate within themicro-politics of schools and the macro-politics of society? The book thus contributes to refining our understanding of the critical theoretical issues in the field of comparative and international education as well as calling attention to dynamics that should be considered in developing and implementing as well as critiquing and resisting educational policies in varying contexts.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducation (general).
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
830 0 _aThe World Council of Comparative Education Societies ;
_v3
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-6209-077-4
912 _aZDB-2-SHU
999 _c104982
_d104982