Education Policies and the Restructuring of the Educational Profession

The book analyzes worldwide changes in school organization and the teaching profession, and how the profession has been impacted by education policies that promote assessments and accountability. It also identifies some shifts in professional positions, statuses and profiles, and characterizes the impact and contextualization of professional standards that shape teaching practices and the management of schools. Further, the book provides relevant comparative and empirical data on the restructuring of the teaching profession in an era of globalization through a critical perspective on and an overview of the main research and comparative findings across countries. As such, the book is not only directed to educational researchers but will also interest professionals and policymakers, addressing a broader education and policy community concerned by the new aspects shaping the teaching profession in the 21 st century.

Presents a broad perspective on the worldwide New Public Management reforms and their influence on teaching professions Underlines the main impacts of accountability and evidence-based policies on the restructuring of professions and school organizations Provides an international comparison between different national case studies for students, teachers, trainers and policy-makers Contributes to an emerging research agenda focusing on globalization, policy borrowing and knowledge transfer in education

Auteur

Romuald Normand is a Professor of Sociology at the University of Strasbourg, France. (CNRS Research Unit: Societies, Actors and Government of Europe). He works in the areas of comparative education policies and management. He is the convenor of the network 28 "Sociologies of European Education" at the European Educational Research Association. He is a French Director of the Beijing Normal University's Chinese-French Center for Innovation in Education and co-editor of the Routledge series Studies in European Education.
Liu Min is an Associate Professor at the Institute of International and Comparative Education, Beijing Normal University, and Director of the Beijing Normal University's Chinese-French Center for Innovation in Education. Her research focuses on education in France, educational governance and policies, and international comparative policies in education.
Luís Miguel Carvalho is a Professor of Education at the University of Lisbon, Institute of Education, where he works on the educational policy and administration research & teaching area. His latest research focuses on international comparative assessments, and the making and transnational dissemination of education models and reforms. He is a member of the editorial board of the European Educational Research Journal .
Dalila Andrade Oliveira is a Professor of Public Policy and Education at the Faculty of Education and the Graduate Program in Education, Federal University of Minas Gerais. Her research mainly focuses on education policy, school management and teaching in Latin America. She was Vice President of the National Association of Graduate Studies and Research in Education from 2005 to 2009, and President from 2009 to 2013. Currently she is responsible for the overall coordination of the Latin American Network on Teaching Work Studies (RedEstrado).
Louis LeVasseur is a Full Professor at the Faculté des sciences de l'éducation, Université Laval, and an associate fellow with the Centre de recherche interuniversitaire sur la formation et la profession enseignante. A sociologist of education, his work focuses on school culture (instruction, socialization, critique), education in modernity, the history of education in Québec, and education policies.

Contenu
Chapter 1 Introduction.- Chapter 2 Soft Infusion: Constructing 'Teachers' in the PISA Sphere.- Chapter 3 Politics of Professionnalization of Teaching: Contemporanean Development and Variations of Uses.- Chapter 4 School Inspectors in Europe: Towards a New Public Professionalism?.- Chapter 5 Changes in School Governance and the Reshaping of Head Teachers' Roles and Identities in Portugal.- Chapter 6 Education Policies, the Teaching Profession and Teacher Training in Germany The Ever-Evolving 16-Piece Mosaic.- Chapter 7 Policies for Teacher Training and Work in Argentina from the Turn of the Century.- Chapter 8 Between Evidence-based Education and Professional Judgment, What Future for Teachers and Their Knowledge?.- Chapter 9 New Public Management and Its Effects in the Teaching Profession: Recent Trends in Spain and Catalonia.- Chapter 10 Comparison and Benchmarking as Key Elements in Governing Processes in Norwegian Schools.- Chapter 11 Restructuring the Educational Profession in Denmark.- Chapter 12 A Postsocialist Perspective on Audit Culture: Changing Practices and Subjectivities of School Teachers in a Russian Region.- Chapter 13 Neo-liberal Managerialism and Professionalization in U.S. Schools.- Chapter 14 The Teaching Profession in the Context of New Public Management.- Chapter 15 Leadership and New Public Management: the Forgotten Professional Dimension of School Organizations.- Chapter 16 Overcoming Fragmented Professionalism? Accountability for Improvement in Teacher Preparation in Italy.- Chapter 17 Work Regulations and Teacher Subjectivity in a Context of Standardization and Accountability Policies in Chile.- Chapter 18 Neoliberalism and New Public Action in Education in Québec: Changes in Primary School Culture and Teacher Identities?.- Biographies. <p