Education reform and the global regulation of teachers’ education,development and work: A cross-cultural analysis |
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| Institution: | 1. The University of Hong Kong, Hong Kong;2. Syracuse University, NY, USA;3. Michigan State University, East Lansing, MI, USA;1. Global IT Business Department, Hannam University, Daejeon, South Korea;2. Kania School of Management, University of Scranton, Scranton, PA, USA;3. Future Strategy Research Laboratory, Electronics and Telecommunications Research Institute, Daejeon, South Korea;1. Department of Education, University of Oslo, P.O. Box 1092, Blindern, NO-0317 Oslo, Norway;2. School of Education, University College Dublin, Roebuck Castle Belfield, Dublin 4, Ireland;1. Servicio de Dermatología, Hospital Parc Taulí, Universidad Autónoma de Barcelona, Sabadell, Barcelona, Spain;2. Dermatólogo práctica privada, Terrassa, Barcelona, Spain |
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| Abstract: | Current trends toward international accountability and standards adoption is strongly influenced by economic globalization forces as nations attempt to become competitive in the global market and try to shape their education systems to provide those skills needed in the growing global economy. As more rigorous research helps to uncover the important role of effective teachers on student learning, global and national policy increasingly points to teachers as a major factor on increasing learning and quality. Throughout the issue we examine the forces internal and global influencing policies directed at teachers in policy contexts lacking systematic and rigorous empirical evidence on the effectiveness of regulatory mechanisms introduced to control the teaching profession such as standard setting, teacher testing, evaluation and accreditation of teacher preparation. |
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