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Table of Contents
Acknowledgments; Preliminary Observations; Contents; 1 Introduction; Abstract; References; Part IEducation Quality and Quality of theTeaching Profession; 2 Main Approaches to Education Quality; Abstract; 2.1 The Human Capital Approach to Education Quality Undermines Human Worth and Dignity, Tends to Dissolve the Integrity of the School Mission, and Disfigures the Uniqueness and Fullness of the Teaching Profession
2.2 The Human Rights Approach to Education Quality Highlights the Normative Content of the Right to Education that Is not Whatever Right to Whatever Education, but the Right to an Education as a Fundamental Human Right and as a Global Public GoodReferences; 3 Most Far-Reaching Lessons from Studies, Reforms and Reports Concerning Education Systems and the Teaching Profession Worldwide; Abstract; 3.1 Education Drives Individual, Social as Well as Universal Destinies, but the School Is not up to Its Contemporary Mission
3.2 Education Systems Need Radical and Holistic Reforms Addressing Both Their Tangible and Intangible Dimensions3.3 Teachers Are the Genius of the Everyday Alchemy of Education Quality, but the Teaching Profession Is Declining; 3.4 Selecting, Educating and Evaluating Teachers in Light of Their Responsibilities, and Treating and Trusting Them as Professionals, Is Crucial to Quality Education; 3.5 Finland: An Admirable Public Education System with Human Right and Global Public Good Quality, as Well as a Very Prestigious and Esteemed Teaching Profession; References
Part IIProfessionality of Teachers4 Sociology of the Professions; Abstract; 4.1 Origins and Main Theories; 4.2 Some Conceptual Options; References; 5 Teaching as a Profession; Abstract; 5.1 Status; 5.2 Identity; 5.3 Ethics; 5.4 Quality; 5.5 Future; References; Part IIISelf-regulation: A Bridge Between thePresent and the Future of the TeachingProfession?; 6 Regulation of Professions; Abstract; 6.1 Economic&hx2013; Professional Regulation; 6.2 Professional Self-regulation; References; 7 Self-regulation of the Teaching Profession; Abstract; 7.1 Panorama; 7.2 Resistances; 7.3 Benefits
7.4 Expansion7.5 Profile; References; 8 Conclusion; Abstract; References; Appendix-Summary
2.2 The Human Rights Approach to Education Quality Highlights the Normative Content of the Right to Education that Is not Whatever Right to Whatever Education, but the Right to an Education as a Fundamental Human Right and as a Global Public GoodReferences; 3 Most Far-Reaching Lessons from Studies, Reforms and Reports Concerning Education Systems and the Teaching Profession Worldwide; Abstract; 3.1 Education Drives Individual, Social as Well as Universal Destinies, but the School Is not up to Its Contemporary Mission
3.2 Education Systems Need Radical and Holistic Reforms Addressing Both Their Tangible and Intangible Dimensions3.3 Teachers Are the Genius of the Everyday Alchemy of Education Quality, but the Teaching Profession Is Declining; 3.4 Selecting, Educating and Evaluating Teachers in Light of Their Responsibilities, and Treating and Trusting Them as Professionals, Is Crucial to Quality Education; 3.5 Finland: An Admirable Public Education System with Human Right and Global Public Good Quality, as Well as a Very Prestigious and Esteemed Teaching Profession; References
Part IIProfessionality of Teachers4 Sociology of the Professions; Abstract; 4.1 Origins and Main Theories; 4.2 Some Conceptual Options; References; 5 Teaching as a Profession; Abstract; 5.1 Status; 5.2 Identity; 5.3 Ethics; 5.4 Quality; 5.5 Future; References; Part IIISelf-regulation: A Bridge Between thePresent and the Future of the TeachingProfession?; 6 Regulation of Professions; Abstract; 6.1 Economic&hx2013; Professional Regulation; 6.2 Professional Self-regulation; References; 7 Self-regulation of the Teaching Profession; Abstract; 7.1 Panorama; 7.2 Resistances; 7.3 Benefits
7.4 Expansion7.5 Profile; References; 8 Conclusion; Abstract; References; Appendix-Summary