Literaturnachweis - Detailanzeige
Autor/in | Tatto, Maria Teresa |
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Titel | Comparative Research on Teachers and Teacher Education: Global Perspectives to Inform UNESCO's SDG 4 Agenda |
Quelle | In: Oxford Review of Education, 47 (2021) 1, S.25-44 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Tatto, Maria Teresa) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-4985 |
DOI | 10.1080/03054985.2020.1842183 |
Schlagwörter | Foreign Countries; Comparative Education; Educational Indicators; Teacher Education; Teacher Supply and Demand; Sustainable Development; Teacher Qualifications; Teacher Characteristics; Educational Quality; Mathematics Education; Pedagogical Content Knowledge; Teacher Motivation; Elementary School Teachers; Secondary School Teachers; Botswana; Chile; Germany; Philippines; Poland; Singapore; Switzerland; Norway; United States; Taiwan; Georgia Republic; Malaysia; Oman; Russia; Thailand Ausland; Vergleichende Erziehungswissenschaft; Educational indicato; Bildungsindikator; Lehrerausbildung; Lehrerbildung; Lehrerbedarf; Nachhaltige Entwicklung; Lehrqualifikation; Quality of education; Bildungsqualität; Mathematische Bildung; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Deutschland; Philippinen; Polen; Singapur; Schweiz; Norwegen; USA; Russland |
Abstract | Increasing the supply of qualified teachers is a priority in many nations as a prerequisite to accomplishing UNESCO's Sustainable Development Goal 4 (SDG 4) to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" by the year 2030. Questions remain however concerning definitions and measurement of the intended global indicators. In this article, I argue that the work of the comparative research community has the potential to inform and enrich UNESCO's SDG 4 indicators agenda concerning teachers, but this would require moving from a focus on easy to measure indicators such as teacher qualifications to more meaningful and valid indicators such as teacher qualities, and the quality of their education -- a neglected area in the SDG 4 targets. Using evidence from two cross-national studies of mathematics education I propose that engagement with comparative education research may help to re-imagine a sustainable and high-quality teaching-and-teacher education project globally. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |