Crème de la Crème:  The Teach For All Experience and Its Lessons for Policy-Making in Latin America

Cumsille, R Belen; Fiszbein, Ariel

doi:10.14507/epaa.v23.1810

Cited by 6 publications

(6 citation statements)

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“…It was evident that TFQ Fellows developed reflection skills in their preparation and used reflection throughout their 2-year teaching experience. The finding aligns with other research reports that TFALL preparation provides ample opportunities for Fellows to reflect (Abs et al, 2019;Cumsille & Fiszbein, 2015;Southern 2021). TFQ Fellows reported that one aspect of their preparation was developing and using self-awareness.…”

Section: Discussionsupporting

confidence: 90%

“…This includes developing skills "to examine and identify the personal characteristics, beliefs, and attitudes that make them who they are and influence the way they think about teaching and learning; thus, influencing their decision-making process" (Baum & King, 2006, p. 217). One of the essential elements of TFALL's model is providing opportunities for participants to reflect on their teaching experiences starting from the first day of preparation (Cumsille & Fiszbein, 2015). Southern (2021) reports that Teach First, the UK's version of Teach For All, values were reflected in many strategies for overcoming challenges offered by the rest of the group.…”

Section: Teacher Support and Reflectionmentioning

confidence: 99%

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Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

Romanowski

Qadhi

2022

Sage Open

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Launched in 2014, Teach for Qatar (TFQ) is a local non-governmental organization under Teach For All (TFALL) that recruits and prepares graduates and professionals as teaching fellows in the Qatari government schools. This qualitative exploratory study used semi-structured interviews to identify TFQ Fellows’ challenges they faced and the resources available during their teaching in Qatar’s Government Schools. Findings indicate that these TFQ Fellows experienced similar challenges that TFALL participants face worldwide and regional, including unreal expectations, unexpected workloads, and unmotivated and unprepared students. It was reported that TFQ provides a comprehensive and valuable resource and support system that enabled these individuals to complete their 2-year commitment. The discussion offers additional insights into the TFQ program and how these findings might benefit teacher education programs and programs like TFQ.

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Section: Discussionsupporting

confidence: 90%

Section: Teacher Support and Reflectionmentioning

confidence: 99%

Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

Romanowski

Qadhi

2022

Sage Open

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“…TFS is part of the global Teach for All network that offers educational opportunities to promising future leaders in 48 countries via a 2-year teaching placement in high-need schools. The partner organizations have reached 34,000 teachers and 5 million students since 1989 (Cumsille and Fiszbein, 2015).…”

Section: Assessment Of a Case Study: Theoretical Background And Metho...mentioning

confidence: 99%

EU Social Inclusion Policies in Post-Socialist Countries

Fylling¹,

Baciu²,

Breimo³

2019

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The fact that post-socialist European Union (EU) countries are struggling with implementation of the EU's social inclusion policy is well known. But why is that so? Are the problems solely connected with how inclusion policies are enforced, or could it just as likely be the way policies are designed that creates challenges? This book explores experiences with inclusion policy implementation in seven different post-socialist EU countries. It focuses particularly on two groups of people in constant danger of social exclusion: people with Roma background and people with disabilities.So far, researchers have studied these issues primarily through policy analysis, and thus not provided knowledge on what actually happens in local contexts where welfare services are produced. This book sheds light on implementation processes at different levels, both at the policy level and in local welfare production. The picture painted here is one of complex and conflicting considerations First published 2020 by Routledge

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“…With regard to Teach First, the UK organisation, and Teach for Australia, there is some research on the modes of partnership as well as scepticism about the claims of the former of having improved educational outcomes (Blandford, 2014;Skourdoumbis, 2012). Cumsille and Fizbein (2015) discuss the recruitment, selection, training and support structures of TFAll organisations working in Latin American countries and suggest possibilities of adapting these techniques to the needs of traditional teacher recruitment channels in these countries. They are cautious in their judgement of TFAll's pedagogical processes and its vision for students, but their study focuses on key aspects of the model's selection strategies and support mechanisms that they believe are crucial to building motivation and persistence among teachers.…”

Section: Npm and School Teaching: Trajectory Of Reforms In The Unitedmentioning

confidence: 99%

From Government to Governance

Subramanian

2017

Contemporary Education Dialogue

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The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public–private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and young professionals to serve as teachers in under-resourced government schools and low-cost private schools as part of a two-year fellowship. Over the past 7 years, the organisation has expanded its reach to five other cities in the country—Delhi, Bangalore, Hyderabad, Chennai and Ahmedabad—and is emerging as a focal point in a growing network of urban not-for-profit organisations seeking to infuse new logics of reform in municipal school administrative bodies. This article situates the emergence of the TFI programme in the Indian context and maps its links to local, national and global actors and organisations using Social Network Analysis (SNA). Through the use of SNA, the article highlights the growing network of non-state institutions in metro cities, most notably Mumbai and Delhi, which are playing a key role in school reform focusing on school management, school leadership, advocacy and teacher training.

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Crème de la Crème: The Teach For All Experience and Its Lessons for Policy-Making in Latin America

Cited by 6 publications

References 10 publications

Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

EU Social Inclusion Policies in Post-Socialist Countries

From Government to Governance

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