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Table of Contents
Intro; Foreword; Contents; Editors and Contributors; 1 Introduction; 1.1 Education Professions Under Disturbance: Some Global Perspectives; 1.1.1 International Organizations: Bringing Reforms to the Education World; 1.1.2 Education Professions: In a State of Perpetual Change?; 1.1.3 Reshaping the Education Professions: The Weaving of Integration and Diversification Dynamics; 1.2 Professions Facing Accountability and Managerialism: Towards a New Professionalism?; 1.2.1 Professions and the State: Towards a New Professionalism; 1.2.2 Professionalism: Changes and Continuities
1.2.3 New Managerial Technologies and Professional Identities at Stake1.3 The Organization of the Chapters; References; 2 Soft Infusion: Constructing 'Teachers' in the PISA Sphere; 2.1 Framing the Study; 2.2 Mapping the Construction of 'Teachers'; 2.3 PISA on 'Teachers'; 2.4 Assessment Frameworks and Technical Reports; 2.5 Teachers in the International PISA Reports; 2.6 The Portrayal of Teachers in National Reports; 2.7 Teachers: The Hope and Happening of Educational Development; References; 3 Politics of Professionalization of Teaching: Contemporanean Development and Variations of Uses
3.1 Introduction3.2 More or Less Injunctive Forms of Professionalization; 3.3 The Learning School, the Collective Professionalism and the University; 3.4 Confidence or Defiance? Research on the «Added Value» of Teachers Efficiency and Their Consequences in Terms of Political Regulation of the Profession; 3.5 What Achievement Can We Expect from Teachers' Professionnalization Policies?; 3.6 Conclusion-To What Extent Can Teacher Education Be Professionnalized?; References; 4 School Inspectors in Europe: Towards a New Public Professionalism?; 4.1 Methodology; 4.2 Towards New Quality Evaluators?
4.3 Towards an Organisational Professionalism?4.4 Legitimation: Repertoire and Configuration; 4.5 Conclusion; References; 5 Changes in School Governance and the Reshaping of Head Teachers' Roles and Identities in Portugal; 5.1 Introduction; 5.1.1 NPM and the Role of the Head Teachers: Regularities and Variations; 5.2 The Portuguese Case; 5.2.1 Reshaping of Head Teachers' Roles: Searching for Local Translations; 5.3 NPM and Repositioning; 5.4 The Struggle for Professional Autonomy; 5.4.1 Final Remarks; References
6 Education Policies, the Teaching Profession and Teacher Training in Germany-The Ever-Evolving 16-Piece Mosaic6.1 Introduction; 6.2 The (Evolution of the) German Education System; 6.2.1 The German Education System and the Standing Conference; 6.2.2 Early Childhood Education and School Types; 6.3 (The Evolution) of Teacher Training in Germany; 6.3.1 The University Phase of Teacher Training in Germany; 6.3.2 Shifts in the First Phase of Teacher Training; 6.3.3 The Preparatory Phase of Teacher Training (Referendariat); 6.3.4 Shifts in the Practical Phase of Teacher Training ("Referendariat")
1.2.3 New Managerial Technologies and Professional Identities at Stake1.3 The Organization of the Chapters; References; 2 Soft Infusion: Constructing 'Teachers' in the PISA Sphere; 2.1 Framing the Study; 2.2 Mapping the Construction of 'Teachers'; 2.3 PISA on 'Teachers'; 2.4 Assessment Frameworks and Technical Reports; 2.5 Teachers in the International PISA Reports; 2.6 The Portrayal of Teachers in National Reports; 2.7 Teachers: The Hope and Happening of Educational Development; References; 3 Politics of Professionalization of Teaching: Contemporanean Development and Variations of Uses
3.1 Introduction3.2 More or Less Injunctive Forms of Professionalization; 3.3 The Learning School, the Collective Professionalism and the University; 3.4 Confidence or Defiance? Research on the «Added Value» of Teachers Efficiency and Their Consequences in Terms of Political Regulation of the Profession; 3.5 What Achievement Can We Expect from Teachers' Professionnalization Policies?; 3.6 Conclusion-To What Extent Can Teacher Education Be Professionnalized?; References; 4 School Inspectors in Europe: Towards a New Public Professionalism?; 4.1 Methodology; 4.2 Towards New Quality Evaluators?
4.3 Towards an Organisational Professionalism?4.4 Legitimation: Repertoire and Configuration; 4.5 Conclusion; References; 5 Changes in School Governance and the Reshaping of Head Teachers' Roles and Identities in Portugal; 5.1 Introduction; 5.1.1 NPM and the Role of the Head Teachers: Regularities and Variations; 5.2 The Portuguese Case; 5.2.1 Reshaping of Head Teachers' Roles: Searching for Local Translations; 5.3 NPM and Repositioning; 5.4 The Struggle for Professional Autonomy; 5.4.1 Final Remarks; References
6 Education Policies, the Teaching Profession and Teacher Training in Germany-The Ever-Evolving 16-Piece Mosaic6.1 Introduction; 6.2 The (Evolution of the) German Education System; 6.2.1 The German Education System and the Standing Conference; 6.2.2 Early Childhood Education and School Types; 6.3 (The Evolution) of Teacher Training in Germany; 6.3.1 The University Phase of Teacher Training in Germany; 6.3.2 Shifts in the First Phase of Teacher Training; 6.3.3 The Preparatory Phase of Teacher Training (Referendariat); 6.3.4 Shifts in the Practical Phase of Teacher Training ("Referendariat")