Policy Borrowing and Teacher Professionalism: Tensions in Reforming Systems in Response to SDG4c in the Pacific Islands

Autor/inn/en	Hogan, Anna; Thompson, Greg; Chandra, Vinesh
Titel	Policy Borrowing and Teacher Professionalism: Tensions in Reforming Systems in Response to SDG4c in the Pacific Islands
Quelle	In: Education Policy Analysis Archives, 30 (2022) 96, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hogan, Anna) ORCID (Thompson, Greg) ORCID (Chandra, Vinesh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Professionalism; Educational Policy; Sustainable Development; International Organizations; Objectives; Global Approach; Standards; Local Issues; Teacher Attitudes; Administrator Attitudes; Pacific Islanders; Foreign Countries; Credentials; Cultural Context; Supply and Demand; Teacher Qualifications; Barriers; Developing Nations; Technology Transfer; Fiji; Cook Islands; Vanuatu; Kiribati; Samoa; Tonga; Solomon Islands + Suchen Sie Ihr Suchwort? Professionalität; Politics of education; Bildungspolitik; Nachhaltige Entwicklung; International organisation; International organisations; International organization; Internationale Organisation; Goal definition; Zielsetzung; Globales Denken; Standard; Lehrerverhalten; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Studienbuch; Bedarfsplanung; Lehrqualifikation; Developing country; Developing countries; Entwicklungsland; Technologietransfer; Fidschi; Salomonen
Abstract	This article examines attempts to professionalize the teaching workforce in the Pacific Islands (PI) in response to the United Nation Sustainable Development Goal 4c -- "Increase the Supply of Qualified Teachers in Developing Countries." The experience of PI educators provides insight into the clash between global standard agendas, driven by targets and indicators, and distinct local realities or vernaculars. Questionnaire data from 82 teacher and principal participants in seven Pacific Island nations and six interviews with education bureaucrats and teacher union officials in Fiji suggest that the goal of enhancing teacher professionalism through credentialism can lead to paradoxical deprofessionalization and Indicator 4.c.1, limit the possibilities of teacher professionalization because of the narrowness of the indicator and the enactment of this in specific systems. The Pacific Islands is an under-researched context that highlights the problems with policy borrowing, particularly regarding the idea that developing countries can measure their way to professionalism. Indeed, more voice needs to be given to local practitioners to better understand their needs and aspirations and how the vernaculars of culture and place can enhance (not diminish) teacher professionalism. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01