Abstract
This section on Teachers, Teaching, and Educational Change addresses critical historical questions about teachers and teacher practices, specifically teachers’ work practices, identity, and classroom pedagogy. Drawing upon international examples, each chapter addresses major social theories and methodological questions around a particular topic in the historical study of teachers. The chapters are organized around three general themes: who teachers were; what social, economic, educational, and political forces shaped their work practices and identities; and the development of classroom teaching practices, or pedagogies.
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Rousmaniere, K. (2019). Teachers, Teaching, and Educational Change. In: Fitzgerald, T. (eds) Handbook of Historical Studies in Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0942-6_22-1
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DOI: https://doi.org/10.1007/978-981-10-0942-6_22-1
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