Preparation, Practice, and Politics of Teachers

Problems and Prospects in Comparative Perspective

  • Mark Ginsburg

Part of the The World Council of Comparative Education Societies book series (CIEDV, volume 3)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Mark Ginsburg, Maria Jose Bermeo, Karishma Desai, Katy De La Garza
    Pages 1-16
  3. Joan A. Traver, Odet Moliner, Elena Llopis, Isabel Candela
    Pages 17-30
  4. Ashley Snell Goldstein
    Pages 31-47
  5. Mark Ginsburg, Juan Vicente Rodriguez, Arcadio Edu Ndong, C. Hansell Bourdon, Toni Cela Hamm, Eva Grajeda et al.
    Pages 49-78
  6. Elena Jurasaite-Harbison
    Pages 79-100
  7. Irene Psifidou
    Pages 119-138
  8. Chisato Tanaka
    Pages 139-159
  9. Sebiha Kablay
    Pages 161-173

About this book


This edited volume, based on papers presented at the World Congress of Comparative Education (Istanbul, 2010), presents research examining pre-service teacher education, in-service teacher development, and the politics of teachers’ work in a variety of geographical regions, including Asia, Africa, Eurasia, Europe, Latin America, and North America. More specifically, the chapters examine the situations, activities, and education of teachers in the societal contexts of Cuba, Equatorial Guinea, France, Germany, Ghana, Hong Kong, Ireland, Lithuania, The Netherlands, Scotland, Spain, Turkey, and the United States. The authors address a variety of important questions related to a group of employees who are key actors in determining the quality of education: How can pre-service teacher education best be organized for different purposes in various settings? What kinds of activities should be organized and who should be involved in in-service professional development to promote teacher capacity and commitment to perform their roles in classrooms and communities? What kinds of incentives can motivate teachers’ engagement with various aspects of their work? How do certain educational policies and reforms promote the professionalization or the deprofessionalization and proletarianization of teaching? What are the opportunities and constraints for teachers as they seek to operate within themicro-politics of schools and the macro-politics of society? The book thus contributes to refining our understanding of the critical theoretical issues in the field of comparative and international education as well as calling attention to dynamics that should be considered in developing and implementing as well as critiquing and resisting educational policies in varying contexts.


in-service teacher development the politics of teachers’ work pre-service teacher education

Editors and affiliations

  • Mark Ginsburg
    • 1
  1. 1.FHI 360 and Teachers CollegeColumbia UniversityUSA

Bibliographic information