The purpose of this handbook is to provide not only an update on research about teachers and teaching, but also to introduce to students, scholars and researchers new perspectives on an important educational topic which has been undergoing considerable change over the past several decades. No one questions the centrality of teachers and their activities for learning processes at all levels of educational systems. However wide variations exist as to how teachers function in educational systems, and also about the various ways in which they carry out their teaching duties. Teachers have been bound with traditional notions of what is required to teach and the best practices for teaching. Also there have been traditional notions of the teacher's role with respect to their administrative superiors, to students and to parents which have been followed over many decades, and across many countries and cultures. However in the last two decades, changes have occurred which have radically altered these traditional notions of teachers' roles or their practices of teaching. New and emerging teacher roles and relationships with educational stakeholders necessitate a careful inspection of what we know about teachers and their practice of teaching. This New Handbook represents a collective effort to examine the results of these changing conditions in education.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Biddle, B. J., & Saha, L. J. (2002/2005). The untested accusation: Principals, research knowledge, and policy making in schools. Westport, CT; Lanham, MD: Ablex Publishing and Scarecrow Education.
Dworkin, A. G., Saha, L. J., & Hill, A. (2003). Teacher burnout and perceptions of a democratic school environment. International Education Journal, 4(2), 108–120.
Friedman, I. A. (2002). Burnout in school principals: Role related antecedants. Social Psychology of Education, 5, 229–251.
Lortie, D. (1975). Schoolteacher. Chicago: University of Chicago Press.
Marland, P. W. (1994). Teaching: Implicit theories. In T. Husen & N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 10, pp. 6178–6183). Oxford: Pergamon.
Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78(2), 330–363.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Saha, L.J., Dworkin, A.G. (2009). Introduction: New Perspectives On Teachers And Teaching. In: Saha, L.J., Dworkin, A.G. (eds) International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73317-3_1
Download citation
DOI: https://doi.org/10.1007/978-0-387-73317-3_1
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-73316-6
Online ISBN: 978-0-387-73317-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)