What teachers know, what teachers do
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 51, Heft 5, S. 473-478
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 51, Heft 5, S. 473-478
ISSN: 1467-873X
In: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 82, Heft 1, S. 45-45
ISSN: 1941-0832
In 2013 the Swedish government launched a reform on career services for teachers that introduced first-teachersas a new category of teachers. Since this reform still is in the process of being rolled out, we know fairly little of its impact, especially concerning VET teachers that are appointed first-teachers. This paper explores and analyses two cases of VET first-teachers with focus on the implications on educational leadership practices in their work with school improvement where 'distributed leadership'is used as a lens forunderstanding the characteristic features of leadership practices. The re-sults show that the VET first-teachers consider themselves to represent an important educational leadership being process leaders for creating a culture built on mutual trust, turning the focus of school improvement from a 'top-down' perspective to change 'from below'. They become 'brokers'and a link between school management and their colleagues, even if there are some difficulties. Moreover they visualise differ-ent practices and foster a new awareness –concerning e.g. assessment and the relation-ship between school and work-place –that seem to influence collegial discourse.
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In: Asian Studies Association of Australia. Review, Band 6, Heft 1, S. 13-13
This book reveals exactly how American teachers are taught, describes the wide disparities in the preparation of teachers across states, depicts how market-driven teacher preparation waters down the quality of teachers, and explains how teacher preparation in America compares with preparation for other careers in the United States and with teacher preparation programs in other countries.
In: Dissent: a journal devoted to radical ideas and the values of socialism and democracy, Band 58, Heft 3, S. 9-14
ISSN: 0012-3846
The mantra of the current school reform in the US is that high-quality teachers produce high-achieving students. As a result, the educational system should hold teachers accountable for student outcomes, offering bonus pay to the most effective teachers and shoving the least effective ones out the door. In order to implement such a policy, a valid and reliable measure of teacher quality, and the reformers have zeroed in on one such measure, which is known as the value-added approach. This article explores three major questions that arise from this development: 1) why did the value-added measure of teaching emerge at this point in the history of American education?; 2) What are the core characteristics of teaching as a professional practice that make it so hard to perform effectively and so hard to measure accurately?; and 3) And under these circumstances, what are the likely consequences of using the value-added measure of teaching? Adapted from the source document.
In: Religious diversity and education in Europe 4
There are several efforts in Sweden, aiming at bridging the gap between the academic and work-based knowledge and experience of migrants and the Swedish requirements in different professional fields. In this chapter, the Swedish system in capturing the skills of migrant academics for use in the Swedish labour market, focusing on migrated teachers and preschool teachers, is described. The Bridging Programmes offer supplementary education for migrants with a teacher's degree from a foreign country. The Bridging Programmes are given at six higher education institutions in Sweden. Initially, a short background of the situation in Sweden and the Swedish government's intentions for allocating resources for bridging programmes is given. Thereafter the supplementary education for migrant teachers and preschool teachers is described: how it is organized at six higher education Institutions. (DIPF/Orig.)
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Archived Government policy document from April 2010, that outlined their 6 guarantees for teachers and how they were to be delivered.
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In this paper authors use non-experimental data from government schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian states, to present average school outcomes by contract status of teachers. The authors find that after controlling for teacher characteristics and school fixed effects, contract teachers are associated with higher effort than civil service teachers with permanent tenures. Higher teacher effort is associated with better student performance after controlling for other school inputs and student characteristics. Given that salaries earned by contract teachers are one fourth or less of civil service teachers, contract teachers may be a more cost-effective resource. However, contracts 'as they are' appear weak. Not only do contract teachers have fairly low average effort in absolute terms, but those who have been on the job for at least one full tenure have lower effort than others who are in the first contract period.
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In: Labour / Le Travail, Band 13, S. 253
The major objective of the research was an exploration of the impact of Head teachers' instructional supervisory practices in Government Secondary Schools on teachers' performance. In this descriptive research, data was collected through a survey. The population was all the female and male head-teachers and teachers of Government high secondary schools of Sargodha. Sample of 75 schools and their head teachers and 225 teachers from each school were selected by multistage random sampling technique. Two rating scales were used to collect data. Pearson r and descriptive statistics watershed for data analysis. The conclusion of the study was that there was a significant positive relationship between head teachers' supervisory practices and teachers' performance. On the basis of conclusion, in-service training for both the teachers and the head teachers are commended
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