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This paper aims at unpacking the becoming of the mathematics teacher as a professional immerse in the Chilean society, by mapping the changes that have taken within his/her fabrication and governing. A Foucault–inspired history of the present is deployed, as analytical strategy, to problematize how the discursive assemblage of social development and school mathematics produces a particular mathematics teacher—an autonomous professional that has to engage in continuous training and has to be a good decision-maker, framed within political and economic agenda. Ways of conceiving and understand the mathematics teacher are (re)producing a discursive network that operates as a technology of government for the fabrication of the desired mathematics teacher.

In China, teacher performance pay has been implemented for eight years, but teachers' perceptions regarding its implementation have been examined seldomly. Exploring teachers' perceptions is a path to hear teachers' voices, inspect implementation practice, and evaluate impacts. This mixed-method study explored teachers' perceptions toward performance pay in Panda School District of Kunming City, Yunnan Province, China through surveys, interviews, and artifacts. A total of 333 valid responses to the survey were collected and 14 teachers participated in follow-up semi-structured interviews. The quantitative results indicate low to moderate teacher support for performance pay. The qualitative themes generated through content analysis present teachers' perceived merits and problems associated with the implementation of performance pay. A seven-factor model was extracted through principal component analysis drawn from the teacher perception survey, with 58.4% of the variance in perceptions explained. Significant differences in teachers' perceptions toward performance pay and evaluation measures were found based on participating teacher and school characteristics. The findings suggest that local governments should increase funding in teacher performance pay if it is to be successful. Additionally, the specific guidance needs to be developed to regulate school-based performance pay programs that consider school contexts. Further, policymakers and school administrators should focus on the structure and associated evaluation indicators of performance pay. It is necessary for school leaders to improve leadership through professional development programs at the same time of implementing performance pay.

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators' professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators' professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs' professional lives and the professional modeling of their student teachers. ; Peer reviewed

An audit of the Education Finance Act was released by the Audit Council by January 1, 1989 and it included: . an accounting of the funds used from EFA and local sources for salaries related to positions used in the computation of the S.C. average teacher salary.

The study examined the influence of teacher characteristics on science teachers' effectiveness in secondary schools in Ekiti State. The study adopted a descriptive survey research design. The population consisted of all the 1,563 teachers teaching science subjects (Biology, Chemistry and Physics) in all the 179 public senior secondary schools in Ekiti State of Nigeria. The sample for the study consisted of 315 science teachers selected using multi-stage sampling technique. One instrument titled: Teachers Self-Report Inventory (TSRI) was used for the study which was subjected to validation by experts in science education and tests and measurement. The reliability of the instrument used for the study was determined using Test-Retest Method which yielded reliability coefficient of 0.85 which was considered high enough for the study. Data collected were analysed using both descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that there was significant influence of subject specialization on science teachers' effectiveness in secondary schools(Fcal=3.465; Ftable = 3.07) and there was a significant multiple correlation between the predictor variables (lesson preparation(? = 0.146), lesson presentation(? = 0.052), teacher assessment skills(? = 0.230), teachers' qualification (? = 0.433), classroom management skills, teaching experience(? = 0.041) and teacher gender(? = -0.025)) and science teachers' effectiveness in secondary schools in Ekiti State. It was recommended that physics teachers should be advised to consider the nature of the subject and be more patient while teaching. Government should employ only qualified teachers to teach science subjects in secondary schools.

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student motivation and academic achievement in the science classroom.

This chapter discusses a diverse suite of courses designed to enhance experiential learning, internationalization and global education, and community service-learning. This reinforces our commitment to preparing holistic teachers who understand the multiple roles of teachers and the social, political and moral imperatives of teaching.

"Rosemary Lévy Zumwalt tells the remarkable story of Franz Boas, one of the leading scholars and public intellectuals of the late nineteenth and early twentieth centuries. The first book in a two-part biography, Franz Boas begins with the anthropologist's birth in Minden, Germany, in 1858 and ends with his resignation from the American Museum of Natural History in 1906, while also examining his role in training professional anthropologists from his berth at Columbia University in New York City. Zumwalt follows the stepping-stones that led Boas to his vision of anthropology as a four-field discipline, a journey demonstrating especially his tenacity to succeed, the passions that animated his life, and the toll that the professional struggle took on him. Zumwalt guides the reader through Boas's childhood and university education, describes his joy at finding the great love of his life, Marie Krackowizer, traces his 1883 trip to Baffin Land, and recounts his efforts to find employment in the United States. A central interest in the book is Boas's widely influential publications on cultural relativism and issues of race, particularly his book The Mind of Primitive Man (1911), which reshaped anthropology, the social sciences, and public debates about the problem of racism in American society. Franz Boas presents the remarkable life story of an American intellectual giant as told in his own words through his unpublished letters, diaries, and field notes. Zumwalt weaves together the strands of the personal and the professional to reveal Boas's love for his family and for the discipline of anthropology as he shaped it." -- Publisher's description

It seems that in the mind of the public, teachers have come to be defined by what they solicit (protection in the form of a union) and what they fail to elicit (passing scores for students on standardized tests) as opposed to what it is they do, which is teach. This misinterpretation may very well arise from the lack of clarity in defining the practice of teaching. Using the emerging recognition of non-human animals as social transmitters of information to provide insight into what teaching is from an evolutionary perspective, this paper explores the inextricable link between biology and educational philosophy. Using Deweys (1902, 1944, 1953) polymathic approach to investigating and understanding education as both a model and a foundation, this paper identifies nexus points between pedagogical theory, cognitive neuroscience, and ethology. The result is a redefinition of both the teacher and the act of teaching that has the potential to bring clarity to the purpose of a profession that has long suffered from publicmdash3Band politicalmdash3Bmisperception.

This dialogical project is framed with in critical inquiry methods to bring an Amish teacher's voice to the fore front. Henry, an Amish middle school teacher, and two university teacher educators in northeastern Indiana collaboratively critiqued educational literature written about the Amish culture from the past 15 years. Building on critical ethnography and narrative methods, the authors used dialogue as a medium for inquiry. The intersubjective, collaborative project democratized the university researchers' research role and allowed an Amish voice to gain a place in the academic field of research.

This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the men‐ tors, (b) the probationary status of new teachers, and (c) the evaluation of new teach‐ ers' competence. In the opinion of some teacher educators, the structure of NTIP may discourage new teachers from critiquing the system that employs them thus decreas‐ ing the likelihood of their taking a critical democratic stance in their teaching. These findings have implications for any induction or mentorship program for new teach‐ ers. Key Words: teacher education, mentorship, social justice, critical democratic, Ontario New Teacher Induction ProgramCet article porte sur les objectifs cachés du Programme dʹinsertion professionnelle du nouveau personnel enseignant (PIPNPE) de l'Ontario. Pour cette recherche, les au‐ teurs ont interviewé 47 professeurs de pédagogie dans huit facultés d'éducation. Ces entrevues révèlent des inquiétudes au sujet (a) du mode de sélection des mentors, (b) du statut probatoire du nouveau personnel enseignant, (c) de l'évaluation des compé‐ tences du nouveau personnel enseignant. Selon certains des répondants, la structure du PIPNPE peut dissuader certains nouveaux enseignants de critiquer le système qui les emploie, ce qui diminue les chances qu'ils prennent une orientation démocratique critique dans leur enseignement. Ces observations ont des implications pour tout programme d'insertion professionnelle ou de mentorat s'adressant au nouveau per‐ sonnel enseignant. Mots clés : formation à l'enseignement, mentorat, justice sociale, critique, démocrati‐ que, Programme dʹinsertion professionnelle du nouveau personnel enseignant de l'Ontario.