The teacher's role is changing rapidly throughout the world. Traditional ways of working as a teacher are being challenged and teachers are faced with new areas of expertise they need to manage as educational professionals. These characteristics, challenges, and changes in the teacher’s role have been identified internationally and are both conceptual and practical. Teachers’ work now includes much more than teaching in classrooms and has expanded to designing new learning environments, collaboration and networking with others and mentoring colleagues. The Teacher’s Role in the Changing Globalizing World addresses the significance of considering these issues, researching them, and emphasising the importance of actively influencing and protecting the parameters of the teacher role.
The teacher's role is changing rapidly throughout the world. Traditional ways of working as a teacher are being challenged and teachers are faced with new areas of expertise they need to manage as educational professionals. These characteristics, challenges, and changes in the teacher's role have been identified internationally and are both conceptual and practical. Teachers' work now includes much more than teaching in classrooms, but has expanded to designing new learning environments, collaboration and networking with others and mentoring colleagues. This book addresses the importance of considering these issues, researching them, and emphasising the importance of actively influencing and protecting the importance of the teacher role.
This new publication sets forward the PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society.
Teachers are the most important single element of the education system but what does it take to create high quality teachers in today’s world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is this, what new policies and practices in teacher education have they developed and how do they support the changes? A number of European and Asian countries also top the list when it comes to providing high quality teacher education, but there is little information about what and how they are doing the work and how they have made changes. The leading international contributors to this book describe the systemic policies and practices of teacher education in eight high-achieving countries and how they are dealing with teacher quality, equity, and the changing global society. Among the countries that are doing well – Finland, Singapore, the Netherlands, the UK, Hong Kong, Canada, Australia and the USA – there is an interesting diversity of policies and practices that support their changes in education, including: emphasis on the preparation, induction, support and assessment of new teachers focus on teacher retention, teachers’ professional knowledge and continuing professional development curriculum change and critical policies. In addition the chapters highlight the local cultural imperatives that influence and shape the preparation of quality teachers and make change both possible and problematic. Teacher Education Around the World examines what can be learned from the different countries, what policies and practices seem transferable; and which seem embedded in the particulars of the culture of the country. It describe themes that cut across all the countries, documenting not only what they are, but how the countries go about supporting and sustaining changes in teacher education. This book will prove itself an absolute essential for all those involved in teacher education, teaching and educational policy.
Beyond Bystanders calls for a shift in the professional self-image of teachers from agents of socialization to active advocates of human flourishing, social justice, and world betterment. The editors propose that it is irresponsible for teachers to posit themselves as bystanders and to conceive of globalization as something happening to them. Their role as educators in all disciplines must be to establish educational leadership that would empower students to critically evaluate developing global realities – mass migrations, socioeconomic inequalities, global warming, and the dehumanizing effects of submission to social media and consumerism – and achieve the overarching goals of humanization and facilitation of the fulfilling life. A shared commitment to humanist ethics, pedagogical activism, and social engagement at Kibbutzim College of Education (Tel Aviv) and Wagner College (New York) sparked this collaboration. The authors of the book include educational thinkers such as Nel Noddings, Michael Apple, David Hansen, Pasi Sahlberg, and Wiel Veugelers as well as scholars and practitioners from six different countries and diverse professional and cultural backgrounds. An essential part of our educational enterprise must involve promoting intercultural opportunities, confronting cultural ills and ensuring that civic engagement is more attuned to political realities. Educators in all disciplines can reframe their teaching and schools to be more cooperative and civic-minded and challenge views of marginalized, immigrant, undocumented and refugee communities as strangers. “Education is not only about teaching people to read and to write. It is about teaching human rights and cultural diversity, nourishing peace and fostering inclusive and sustainable development ... I wish to commend Kibbutzim College of Education and Wagner College for joining forces to compile this volume to inspire readers in crafting new models of intellectual and intercultural understanding.” – Irina Bokova, Director-General of UNESCO (from the Foreword)
Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and knowledge of the effect of globalization on teaching.
Artificial Intelligence (AI) serves as a catalyst for transformation in the field of digital teaching and learning by introducing novel solutions to revolutionize all dimensions of the educational process, leading to individualized learning experiences, teachers playing a greater role as mentors, and the automation of all administrative processes linked to education. AI and machine learning are already contributing to and are expected to improve the quality of the educational process by providing advantages such as personalized and interactive tutoring with the ability to adjust the content and the learning pace of each individual student while assessing their performance and providing feedback. These shifts in the educational paradigm have a profound impact on the quality and the way we live, interact with each other, and define our values. Thus, there is a need for an earnest inquiry into the cultural repercussions of this phenomenon that extends beyond superficial analyses of AI-based applications in education. Revolutionizing Education in the Age of AI and Machine Learning addresses the need for a scholarly exploration of the cultural and social impacts of the rapid expansion of artificial intelligence in the field of education including potential consequences these impacts could have on culture, social relations, and values. The content within this publication covers such topics as AI and tutoring, role of teachers, physical education and sports, interactive E-learning and virtual laboratories, adaptive curricula development, support critical thinking, and augmented intelligence and it is designed for educators, curriculum developers, instructional designers, educational software developers, education consultants, academicians, administrators, researchers, and professionals.
A People’s Curriculum for the Earth is a collection of articles, role plays, simulations, stories, poems, and graphics to help breathe life into teaching about the environmental crisis. The book features some of the best articles from Rethinking Schools magazine alongside classroom-friendly readings on climate change, energy, water, food, and pollution—as well as on people who are working to make things better. A People’s Curriculum for the Earth has the breadth and depth ofRethinking Globalization: Teaching for Justice in an Unjust World, one of the most popular books we’ve published. At a time when it’s becoming increasingly obvious that life on Earth is at risk, here is a resource that helps students see what’s wrong and imagine solutions. Praise for A People's Curriculum for the Earth "To really confront the climate crisis, we need to think differently, build differently, and teach differently. A People’s Curriculum for the Earth is an educator’s toolkit for our times." — Naomi Klein, author of The Shock Doctrine and This Changes Everything: Capitalism vs. the Climate "This volume is a marvelous example of justice in ALL facets of our lives—civil, social, educational, economic, and yes, environmental. Bravo to the Rethinking Schools team for pulling this collection together and making us think more holistically about what we mean when we talk about justice." — Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison "Bigelow and Swinehart have created a critical resource for today’s young people about humanity’s responsibility for the Earth. This book can engender the shift in perspective so needed at this point on the clock of the universe." — Gregory Smith, Professor of Education, Lewis & Clark College, co-author with David Sobel of Place- and Community-based Education in Schools
This new book, from internationally renowned education scholar Pasi Sahlberg and his colleagues, focuses on some of the most controversial issues in contemporary education reform around the world. Each educational change question sheds much-needed light on todays large-scale education policies and related reforms around the world. The authors focus on what makes each question globally significant, what we know from international research, and what can be inferred from benchmark evidence. The final chapter offers a model for policymakers with implications for teaching, learning, and schooling overall.
Education is a vital institution for balancing the excesses of globalisation and changing understandings of civic and global responsibility. However, education policy often bows to promoting education that dovetails with a global economy increasingly predicated on consumption and competition. What can teachers do? Under these circumstances, is policy for education really about education?
