ERIC Number: EJ1215021
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0962-0214
EISSN: N/A
Teachers and Teacher Education: A Call for A Renewed Sociological Research Agenda
International Studies in Sociology of Education, v28 n2 p90-109 2019
This article provides an overview of the main sociological approaches applicable to the study and analysis of teaching, teachers and teacher education. Analytical perspectives from sociology are then compared to research on teachers from two other disciplines, education economics and educational psychology, which have produced the lion's share of recent research on teachers. In the article's final section, recent results are reported from surveys of student teachers and teachers in two Nordic countries, Denmark and Finland, to exemplify the importance of institutional and other contextual variables for the study of teachers and teaching. The article ends with a plea for a renewed sociological research agenda that studies teachers and teacher education.
Descriptors: Social Science Research, Teacher Education, Economics, Educational Psychology, Comparative Education, Student Teachers, Teacher Effectiveness, Foreign Countries, Teacher Surveys, Administrator Surveys, Value Added Models, Teacher Evaluation, Teacher Motivation, Teacher Competencies, Teacher Recruitment, Secondary School Students, Career Choice, Teaching Conditions
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; Finland
Identifiers - Assessments and Surveys: Teaching and Learning International Survey (NCES)
Grant or Contract Numbers: N/A