Training, Re-training, and Transforming the Teaching Workforce? Comparative Policies and Anglo-American Experiences (notice n° 477515)
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| fixed length control field | 01966cam a2200157 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121065158.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Malet, Régis |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Training, Re-training, and Transforming the Teaching Workforce? Comparative Policies and Anglo-American Experiences |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2009.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 19 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This position paper compares the evolution of the teaching profession in England and the USA from the perspective of reforms that have redefined the role of the state and given rise to new management techniques under the influence of supranational organizations. The teaching profession has recently regained social prestige, but has also lost many of its members in these two countries. This paper explores the choices made, the direct supervision of schools and teachers in England, and indirect control of the profession in the USA. It also investigates training objectives between economic imperatives and the cult of performance. The problems of certification are emphasized at a time when the school system and universities are being reformed. The situation varies according to country. In England, the state has defined professional skills and increased the technical and procedural aspects of training schemes. In the United States, deregulation has led to increased territorial inequalities in the access to and practice of the job, the dismantling of academic training, and to recourse to private providers, who give low-cost certification to teachers in tough classes. The impact of reforms on the organization of schools, the work of teachers and its recognition, and the school atmosphere have brought about the early burn-out of an increasing number of young American and English teachers. |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education et sociétés | o 23 | 1 | 2009-06-02 | p. 91-122 | 1373-847X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-societes-2009-1-page-91?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-education-et-societes-2009-1-page-91?lang=en&redirect-ssocas=7080</a> |
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