Research, Policymaking, and Innovation: Teacher and Education Development in Belt and Road Countries

Preface
Overview
Contents
Teacher Policy Reforms: Responses to Social and Economic Changes
Incremental Education Reform for Groundbreaking Changes: Teacher Development in China
1 Introduction
2 Benchmarks and Standards for the Teaching Profession
2.1 Teacher Certification System
2.2 The Teacher Professional Standards System
2.3 Professional Qualification Ranking System
3 Pre-service Teacher Education
3.1 Providers of Teacher Preparation Programs
3.2 The Curriculum System of Teacher Preparation Programs
3.3 Strategies for Improving Pre-service Teacher Education
4 In-service Teacher Development
4.1 Providers of In-service Training
4.2 Trainings for All Teachers
4.3 Strategies for Enhancing In-service Teacher Training
5 Approaches and Strategies for Teacher Development in Rural Areas
5.1 Special Post Scheme
5.2 Guopei Project
5.3 Plans for the Development of Rural Teachers
6 The Way Forward
6.1 Challenges in the New Era
6.2 Teacher Development Toward 2035
6.3 Conclusions
References
Raising the Profile of Teacher Professionalism: Approaches and Strategies in Brunei Darussalam
1 Introduction
2 Being a Teacher in Brunei Darussalam
2.1 Social Perception of Teachers
2.2 Teachers as Civil Servants
2.3 Teachers’ Job Satisfaction and Workload
3 Entering into the Teaching Profession
3.1 Teacher Qualifications
3.2 Recruitment and Employment of Teachers
3.3 Attracting and Retaining Teachers
4 Preparing a Quality Teaching Force
4.1 Teacher Preparation Institutions
4.2 Initial Teacher Preparation
4.3 Teacher Induction and Orientation
5 Teacher Professional Development
5.1 Professional Support for Beginning Teachers
5.2 Continuous Professional Development
5.3 Teacher Professional Development Framework
6 Teacher Appraisal
6.1 Teachers’ Core Competencies
6.2 Teacher Performance Appraisal System
6.3 Professional Qualification Ranking System
7 Recent Policy Development on Teacher Development
8 Conclusion
References
Balancing Meritocracy and Effectiveness: The Reform of Teacher Recruitment System in Cyprus
1 Introduction
2 Evolution of Teacher Recruitment System in Cyprus
2.1 Socio-Political and Historical Context
2.2 The Need for Reform
2.3 The Struggles for a New Recruitment System
3 Push and Pull Factors to the Teacher Recruitment Reform
3.1 Data and Methods
3.2 Results and Contributing Factors
4 Discussion and Conclusions
References
Striving for Policy Coherence and Implementational Consistency Teacher Education in Slovakia
1 Contextual Background
1.1 Economic Context of Education and Teacher Training in Slovakia
1.2 Education Culture in Slovakia
2 Teacher Training Against the Backdrop of the Slovak Education Reforms
2.1 A New Beginning in Teachers Training—1990 to 1996/97
2.2 Conceptualisation and Europeanisation of Teacher Training—1996/7 to Approx. 2004
2.3 Introduction of Separate Teacher Training Degrees in 2004/5
3 Current Issues in Teacher Education in the Slovak Republic
3.1 Should Teacher Training Be Determined by HEIs or by the State?
3.2 The Teacher Model: Passive Curriculum Deliverer Versus Reflective, Research-Based Practitioner
3.3 The Quantity and Quality of School Experience
3.4 The Fragmented Versus Coherent Conceptualisation of Pedagogical Content Knowledge
3.5 The Professional Qualities of Teacher Educators
4 Conclusion
References
Teacher Learning and Development: A Career Long Perspective
From Teacher Education to Lifelong Teacher Learning and Teacher Innovation: The Case of Hungary
1 Introduction
2 School Education and Teacher Learning in Hungary
2.1 The National Context: School Education Under Change Pressures
2.2 From Teacher Education to Practice-Based Lifelong Teacher Learning
3 Teacher Education, Teacher Learning and Innovation
3.1 The Global and European Context
3.2 The Emerging Landscape of Teacher Learning and Innovation
4 Conclusion
References
Teacher Learning and Development in Singapore: A Career-Long Perspective
1 Introduction
2 Being a Teacher
2.1 Social Perception of Teachers in Singapore
2.2 Teacher Qualifications in Singapore
3 Pre-service Teacher Preparation
3.1 Teacher Education Model for the 21st Century (TE21)
3.2 V3SK Framework
3.3 Graduand Teacher Competencies (GTCs) Framework
3.4 Curriculum of Teaching Preparation Programmes
4 Teacher’s Career Development
4.1 Career Tracks
4.2 Welfare and Benefits
4.3 Code of Conduct
5 In-Service Teacher Development
5.1 Core Competencies of In-Service Teachers
5.2 Policies and Measures to Attract and Retain Teachers
6 Evolving Policies: The Singapore Teaching Practice (STP)
7 Conclusion
References
Preparing Teachers for Diversity and Inclusion: An Analysis of Teacher Education Policies and Practices in Austria
1 Introduction
2 Austrian Education System: Governance and Structure
3 Diversity and Inclusion in the Austrian School System: Policies and Challenges
4 Teacher Education Policies and Practices for Diversity and Inclusion
4.1 The European Policy Context
4.2 The Reform of Teacher Education in Austria
4.3 Promoting Diversity and Inclusion Through ITE Programmes in Austria
5 Concluding Remarks
References
Institutional Reform for Transformative Competencies: Teacher Training Transformations in Lithuania
1 Introduction
2 Lithuanian Education Context
2.1 Educational Institutions
2.2 Funding
2.3 Level of Achievements
3 Being a Teacher in Lithuania
3.1 The Structure of the Teaching Force
3.2 Teacher Salary as Incentives to Teaching
4 Reforms and Situation in Lithuanian Teacher Training
4.1 Reforms in Teacher Training
4.2 Key Policies on Teacher Training
4.3 The Teacher Training Centers
5 Conclusion
References
Teachers’ Status and Capacities: Issues, Trends, and Challenges
Needs-Based and Research-Based Strategic Approach to Teacher Development: Policies and Practices in Qatar’s Public Education System
1 Background
2 Qatar’s Education System
3 Qatar’s Education Reform
4 Teacher Training and Development in Qatar
4.1 Teacher Training and Development Early in the Reform Process (2003–2007)
4.2 Teacher Training and Development Later in the Reform (2007–2011)
5 The Impact of Merging the SEC and the Ministry of Education on Teacher Training
6 Recent Efforts to Improve Teacher Training and Development in Qatar
6.1 Creating the National Center for Educator Development (NCED)
6.2 Offering Programs of Teacher and Leadership Training
6.3 Creating the Training and Educational Development Center (TEDC)
6.4 Establishing Teach for Qatar (A Local Chapter of Teach for All)
7 Challenges for Teacher and Leadership Training Provision in Qatar
7.1 Acknowledging the Need for Training
7.2 Establishing Trust Between the Training Provider and the Schools
7.3 Addressing Misconceptions About the Impact of In-Service Training
7.4 Assessing the Impact of Training Provided
7.5 Creating a Culture of Continuing Professional Development at Schools
8 Conclusion
References
Creating Pathways and Developing Incentives: Transforming Teaching into the Profession of Choice in Malaysia
1 Introduction
2 Shared Responsibilities of Teacher Training
2.1 Teacher Professionalism Division
2.2 Institute of Teacher Education
2.3 Institute Aminuddin Baki
3 Pre-service & In-service Teacher Training
3.1 ITE Curriculum of Teacher Training
3.2 Plans and Policies for Teacher Professional Development
4 Teaching Professionalism
4.1 Teachers’ Career Development Stages
4.2 Teacher Career Pathways
4.3 Continous Professional Development
5 Evaluation of Competency Development
6 Governance of Professional Development Implementation
7 Conclusion
References
Improving Quality in Education: Issues and Challenges for Teacher Education in India
1 Introduction
2 Teachers in School Education
3 Quality of Teachers
3.1 Teachers’ Qualifications
3.2 Trained Teachers
3.3 Barefoot Teachers
3.4 The Academic Quality of Teachers
3.5 Teacher Absenteeism
4 Teacher Education/Training in India
4.1 Growth in Teacher Education: Unbridled Private Growth
4.2 Uneven Growth in Teacher Education
5 Attempts to Reform Teacher Education
6 Reforms on the Anvil
7 Concluding Observations
References
Innovation and Digitalization in Teacher Development: Approaches & Strategies
Towards a “Well Rounded” Cohesive Teacher Education Program: The Silent Reform of Teacher Education Practices in Israel
1 Introduction: Israel’s Education System
2 Being a Teacher in Israel: Teachers’ Social Status and Public Image
3 Teacher Education and Professional Development
3.1 Pre-service Teacher Education
3.2 Teacher Induction
3.3 Career Long Learning, Evaluation and Promotion
4 Teacher Education Reforms: A Historical Review
5 Current Initiatives to Reform Israel’s Teacher Education
5.1 Recruitment: Introducing Non-cognitive Selection Criteria for Teaching Student Candidates
5.2 Pre-service Education: The Academy-Classroom Program
5.3 Job Entry and Integration: Multiplayer Induction Teams for Beginning Teachers
5.4 Teachers’ Professional Development: Professional Learning Communities
6 A Powerhouse of Teacher Development: The MOFET Institute
7 Conclusion: The Silent Reform—New Conceptualization of Teacher Education
References
A Promising Model of Postgraduate Teacher Education: Teacher Professional Development in Russia
1 Introduction
2 The Teaching Profession in Russia: A Historical Outline
3 Teachers in Russia: Qualification, Evaluation, and Compensation
3.1 Scale of Career Ranks
3.2 Teacher Professional Evaluation
3.3 Incentive-Based Compensation Structure
4 New Challenges in the Teaching Profession
4.1 Divergent Age Structure of Russian Teachers
4.2 Negative Sentiments to Professional Upskilling
4.3 Resistance Against Going Digital
4.4 Challenges of the Covid 19 Pandemic
5 An Emerging Model of Teacher Development
References
Improving Teachers’ Skills for Pedagogic Use of Educational Technologies: Turkish Perspective
1 Introduction
2 Government-Led In-Service Training for Teachers on ICT Use
2.1 FATIH Project
2.2 Face-To-Face Training
2.3 Distance Training
2.4 Local Training
3 International Projects on Teacher Professional Development
3.1 TeachUp Project
3.2 eTwinning Action
3.3 Scientix Project
3.4 ITEC Future Classroom Lab Project
4 Monitoring, Evaluation and Impact
4.1 Findings from Project-Based Surveys
4.2 Findings from Academics
4.3 The Way Forward
References
Consolidated and Research-Based Knowledge Initial Teacher Education: Present and Future Scenarios in Portugal
1 Introduction
2 Policy Development Post-Bologna
3 Findings from Research on ITE
4 Future Scenarios: Threats and Possibilities
4.1 COVID-19 Pandemic: From a Health Crisis to an Economic and Social Crisis
4.2 Paradoxes of a Semi-peripheral Country
4.3 Ageing of the Teaching Workforce and Teacher Shortage: Alternative Routes to Teaching?
5 Conclusions
References
Curriculum, Teacher, and Employment in Global Context
Reforming the Secondary School Curriculum: A Sri Lankan Experience at the Dawn of the New Millennium
1 Introduction
1.1 Setting the Scene
1.2 Purpose of the Reform
2 Curriculum Planning and Design
2.1 A New Vision for Curriculum Development
2.2 Selection of Subjects for the JSC and the SSC
2.3 The Curriculum Process
3 Paradigm Shifts in Curriculum Design
3.1 From an Objective-Based Model to a Competency-Based Model
3.2 From Teacher-Centred Education to Student-Centred Education
3.3 From an Evaluation Culture to an Assessment Culture
3.4 From Lesson Plans to Activity Plans
4 Problems Encountered and Solutions Recommended
5 Present Status and the Way Forward
5.1 Present Status in General
5.2 Present Status with Reference to Reforms
6 Conclusion
References
Albania: Education and Employment Reforms Linking Professional Education and Labor Market
1 The Challenges of the Albanian Education and Labor Market Systems
1.1 Participation in Education as a Rationale to Universities Reform
1.2 Atypical Labor Market
1.3 Youth Unemployment as a “Product” of the Gap Between Education and Labor Market
2 Policy Reforms in Response to the Challenges
2.1 Universities Reform in the Context of Recent Transformations
2.2 Employment and Skills Reform
2.3 Impact
3 The Way Forward: Linking Better Education and Employment
References
Challenges of Professional Development and Potential Solutions: Policy Reforms of Higher Education Institutions in Mongolia
1 Mongolian Higher Education System
2 Existing Professional Development Practice
3 Rationale and Aim of a Baseline Survey
4 Method
5 Key Findings
5.1 Faculty Member Status of HEIs
5.2 Satisfaction with Being a Lecturer
5.3 Most Important Competencies Needed for the Professional Development of Academics
5.4 The Use of Information Technology in Teaching
5.5 Effect of a Student Satisfaction Survey
5.6 Challenges Encountered for Teacher Development of HEIs
5.7 Solutions to Address the Challenges of Professional Development of Academics
6 Discussion
6.1 Why not Research?
6.2 Obstacles to Professional Development
7 Conclusion
Appendix: Survey Questions
References