The Global Governance of Teachers’ Work

Teachers’ Instructional Adaptations: A Research Synthesis

“…For example, Lingard, Martino, and Rezai-Rashti (2013) explained that there has been “a globalised educational policy discourse that suggests that high-stakes standardised testing will drive up standards, and enhance the quality of a nation’s human capital and thus their international economic competitiveness” (p. 540). Furthermore, during this decade, there was a focused and increased international effort to evaluate and control teacher effectiveness (Robertson, 2016). Specifically, the Teaching and Learning International Survey, which launched in 2007, and the World Bank’s SABER-Teacher, which launched in 2010, both began reporting on the effectiveness of the world’s teachers.…”

“…In the 2005 to 2014 decade, there were 40 studies of adaptive teaching. We interpret this increase to reflect increasing interest in teacher adaptability, perhaps as a result of shifting orientations that position teachers as metacognitive actors in complex social situations (Duffy et al, 2009; Kamil, 2016), thereby leading to increased interest in teacher adaptability, or the increased international focus on teacher quality (Robertson, 2016). At the same time, we recognize that over the past 40 years, the number of journals publishing educational research has increased (Larsen & von Ins, 2010).…”

Managing Time for Heads of Music Departments

“…(Susan) Therefore, a considerable part of the work of the HOD is ensuring quality assurances about curriculum, pedagogies, assessment, health and safety and good accounting practices, not only to ensure the efficient running of the school, but also to highlight the desirability of education as a system which has all these quality checks in place and as a desirable field for private investors. Educational discourse is a global spectacle as systems of teacher and school accountability, clustered together with associated targets and benchmarks, have become powerful and pervasive forces, especially in the schools of those countries within the sphere of the Organisation for Economic Cooperation and Development (Robertson, 2016). In these countries it is argued that standards must be raised, for the sake of the life chances of the students and more especially for international competitiveness.…”

Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy

“…New expectations and demands, and an increased level of accountability, are thus being imposed on schools and teachers, putting teachers under the new microscope of ‘quality’ (Caena, 2014; Robertson, 2012). In the developed regions of the world, the OECD has led this reconfiguration of teaching since the mid-2000s (Robertson, 2016; Sørensen and Robertson, 2017). According to Robertson (2012), through research, international reports, policy guidelines, analyses and assessments, the OECD’s influence in framing teacher qualifications and teaching methods in specific ways has become substantial, promoting both standardization in data collection and shared solution sets.…”