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Handbook on Teachers Work: International Perspectives on Research and Practice [Kietas viršelis]

Edited by (Associate Professor at the State University of New York at Cortland, USA.), Edited by (University of Toronto, Canada)
  • Formatas: Hardback, 520 pages, aukštis x plotis: 254x178 mm, 13 Tables, black and white; 7 Line drawings, black and white; 7 Illustrations, black and white
  • Serija: Critical Perspectives on Teaching and Teachers Work
  • Išleidimo metai: 30-Sep-2025
  • Leidėjas: Routledge
  • ISBN-10: 1032766956
  • ISBN-13: 9781032766959
Kitos knygos pagal šią temą:
Handbook on Teachers Work: International Perspectives on Research and PracticeDidesnis paveikslėlis
  • Formatas: Hardback, 520 pages, aukštis x plotis: 254x178 mm, 13 Tables, black and white; 7 Line drawings, black and white; 7 Illustrations, black and white
  • Serija: Critical Perspectives on Teaching and Teachers Work
  • Išleidimo metai: 30-Sep-2025
  • Leidėjas: Routledge
  • ISBN-10: 1032766956
  • ISBN-13: 9781032766959
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781032766959.html

This book brings together research and writings that theorize and study teachers’ work.It will be of interest to teacher educators, policymakers, students, and researchers in the fields of Teachers’ Work, Curriculum Theory, Educational Policy and Politics, Foundations of Education, Multicultural Education, and Teacher Education.



The Handbook on Teachers’ Work brings together research and evidence-based authoritative writings from across the globe that explicitly theorizes and studies teachers’ work.

Drawing on research from twelve countries across 6 continents, the chapters are grouped into themes that represent key issues related to work from global perspectives, including:

  • The Political and Policy Contexts of Teachers' Work
  • Teaching as an Occupation
  • Diverse Teacher Identities and Roles
  • Teaching as Collective and Relational Work; and
  • Teaching and Activism

The volume explores the idea of teaching as an occupation with a history and trajectory that are shaped by political economies; historical progressions; organizational structures; social relations among educators, students, and others; teachers’ career and labor patterns; their professional norms; and raced, gendered, classed, and culturally linked expectations of teachers and about public schooling.

This essential handbook will be of interest to teacher educators, policymakers, and students and researchers in the fields of teachers’ work, curriculum theory, educational policy and politics, foundations of education, multicultural education and teacher education.

1. Introduction to the Handbook Section 1: Policy, Governmentality, and
Teachers Work
2. Beyond Policy Promises: Performance-based Accountability in
Education and its Side-Effects on Teachers Work Across the Globe
3. Racial
Capitalism and the Politics of Class Size and Delivery Mode: A Survey of
Secondary Teachers in Ontario, Canada
4. Teachers Work and School Material
Culture: How Teachers Configure the Role of Collective Didactic Devices in
Argentina
5. Teacher Unions and Policy-Making in South Africa: Exclusion,
Contestation and Collaboration
6. The Governance of Teaching During the
COVID-19 Pandemic: The Case of Ontario, Canada
7. Policy Agency and Advocacy
as Teachers Work in the USA Section 2: Situating Teachers Work in Broader
Contexts
8. Pursuing the School as a Workplace: The Policies and Practices
that Support and Sustain Teachers Over Time: A view from the USA
9. Mentor
Teachers Perspectives on Mentoring Preservice Teachers in Chile
10. Striking
a Balance: Examining the Interplay Between Teacher Empowerment and Teacher
Accountability in U.S. Schools
11. Teachers Work: Lessons Learned on Three
Continents
12. The Globalization of the Teacher Workforce Section 3:
Teachers Diverse Identities
13. Conceptualizing Teachers Care Work in the
U.S.A.: Lessons from Black Women and Trans- and Non-binary Teachers
14.
Uncomfortable Hierarchies and Structural Constraints: Teachers as Middle
Managers of Paraeducators in the USA
15. Revisiting Gender and Class in Urban
China: Undervalued Work of Migrant Teachers and Their Resistance
16. The
Hazards of "Positive Organizational Environment": Racialized Emotional Labor
and Work in Teachers' Lives in Canada Section 4: The Collective Work of
Teachers
17. Teachers and Their Colleagues in the United States: 50 Years
Beyond "Schoolteacher"
18. Relationships of Knowledge and Practice: Teacher
Learning in Communities
19. Social Justice-Oriented Educators Collectivist
Organizations in Canada and the U.S.: A Typology
20. Teachers' Professional
Authority and Bureaucratic Control : The Case of Professional Learning
Communities in the United States Section 5: Teaching and Contestation
21.
Teacher Activism as Teachers' Work: Perspectives on Teachers' Work in Social
Movements and Unions Across the Americas
22. Making Black Lives Matter at
School: Educators Working in Solidarity for Black Lives in the U.S.A.
23.
Navigating Terror and Trauma In A Conservative-Controlled State:
A 2024 Dispatch from Anti-Oppressive Public School Educators in Iowa, U.S.A.
24. Toward Equity-Centered Teaching in a Centralized, Meritocratic System: A
Tale From Singapore Section 6: Final Words
25. Teachers Worth
26. Final Words
Nina Bascia is Professor at the Ontario Institute of Studies in Education at the University of Toronto, Canada.

Rhiannon M. Maton is Associate Professor at the State University of New York at Cortland, USA.