Construing teachers’ quality work : a principal view
Teachers are the most important school based factor for students’ learning outcomes and educational success. Whereas teachers’ pro-spects of enhancing their students’ development and study results, are significant for their work satisfaction and wellbeing. This suggests that the endorsement of quality teaching will improve student results and teacher wellbeing. Many teachers have difficulties performing in accordance to their professional standards, sick rates are alarmingly high, and several teachers leave the profession. This calls for a re-search approach where teachers’ prospects of performing quality teaching, are related to their options to perform quality-driven profes-sional teacher work, i.e. the work performed to support quality teach-ing. Such an approach take into account factors related to local school leadership, and the organisation of teacher work. This paper aims to bring together teachers’ and principals’ perspectives on quality-driven professional teacher work, in order to gain new knowledge and give implications for praxis. The principals and teachers construe teachers’ options to perform quality-driven professional work in relation to the implementation of a new curriculum and a new grading system, quali-ty certification processes and an ongoing work hour project, and to some extent also to the teachers’ personality and ambitions. The teachers’ also mention factors related to local oranisation processes, and the relations to pupils and fellow teachers.
Den effektiva läraren : om konstruktionen av den goda läraren på en internationell utbildningsarena
Intresset for lararen som foreteelse och begrepp inom internationell utbildningspolicy grundar sig pa antagandet att lararens yrkesutovning ar av avgorande betydelse for att eleverna ska na de inte ...
The Protection of the Right to Education by International Law: Including a Systematic Analysis of Article 13 of the International Covenant on Economic, Social and Cultural Rights. International Studies in Human Rights, 82.
[In view of the trend of demoting education from ”human right” to “human need” and the accompanying commercialisation of education, and the complex nature of the right to education under international law, entailing a freedom and a social aspect, this book seeks to affirm education as a “human right” and to describe the various state duties flowing from the right to education, by referring to the provisions on the right to education found in instruments of international law and by systematically analyzing article 13 of the International Covenant on Economic, Social and Cultural Rights., In view of the trend of demoting education from ”human right” to “human need” and the accompanying commercialisation of education, and the complex nature of the right to education under international law, entailing a freedom and a social aspect, this book seeks to affirm education as a “human right” and to describe the various state duties flowing from the right to education, by referring to the provisions on the right to education found in instruments of international law and by systematically analyzing article 13 of the International Covenant on Economic, Social and Cultural Rights.]