Titlebook: Education Policies and the Restructuring of the Educational Profession; Global and Comparati Romuald Normand,Min Liu,Louis LeVasseur Book 2

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https://doi.org/10.1007/978-3-319-70588-0ting the importance of knowledge in the emergence and recognition of a professional group, we argue that the professional group of teachers has traditionally occupied a position of relative exteriority with respect to the definition of knowledge useful for the profession. Our hypothesis is that the

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Coexistence, Cooperation and Common Securityideas such as school autonomy and accountability—including test-based accountability and the evaluation of teachers’ performance—have strongly framed the education policy debate, as well as tangible educational transformations at the school level. The objective of this chapter is two-fold. First, th

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M. R. Söndahl,C. N. Söndahl,W. Goncalves public bureaucracies. In the field of public education, historically, bureaucracy grew up together with professionalism, mutually supportive of, yet in tension with each other. Both, according to Weber (Gerth and Mills in From Max Weber: essays in sociology. Oxford University Press, New York, .), a

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Cognitieve gedragstherapie bij depressiecal contexts. There is a large agreement for assuming that this English-speaking paradigm, carried by International Organizations, faces different cultural and institutional traditions in Europe as well as in Latin America, and that leading school organizations cannot be reduced to neo-managerial pe

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H.5 Behandeling: praktische uitvoering,ow this aspect of the profession has changed in recent decades. Drawing on a concept of ‘externally driven professionalism’, in which behaviours are stimulated by regulations and other institutional influences, I will trace the recent political orientation in this field. Fragmentation can be underst

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Stephen J. Cowley,Frédéric Vallée-Tourangeauallenging the 1970s educational values that focus on the wholistic development of the individual, broadly inspired by the ideas of the New School, Rogers’ psychological humanism, and non-directive teaching, or what is known as “open pedagogy.”

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