Teaching standards, globalisation, and conceptions of teacher professionalism

Teaching standards, globalisation, and conceptions of teacher professionalism

• Goodwin, A. L. The University of Hong Kong

European Journal of Teacher Education, 44(1), 5-19, 2021

Routledge

2021

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PB Comparative Education

Teaching Profession Teacher Qualifications Educational Policy Teacher Knowledge Globalisation

• Hong Kong
• United States
• Australia

• 1997.7 onwards

• Unknown or Unspecified

Today's teacher operates in a globalised space where people everywhere are inextricably connected, and whose lives no longer exist in an isolated vacuum, but intersect and collide as part of a dynamic vortex. Teachers must now think, and teach beyond local boundaries, such that definitions of teacher professionalism will be reshaped by forces of globalisation. But have they, and in what ways? This article examines the intersection of globalisation and teacher professionalism. It begins with working definitions of globalisation and professionalism. These definitions will conceptually frame an analysis of policy documents about teacher professionalism, specifically standards for teachers in Hong Kong, the United States, and Australia. As a benchmark for teacher professionalism, an analysis of teacher standards across this international sample affords a broad portrait of what teachers are expected to know and do, juxtaposed against a rapidly evolving and globalising world. Copyright © 2021 Routledge.

• English

Journal Articles

• 02619768

https://bibliography.lib.eduhk.hk/bibs/2b5584b1

2022-04-20