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This is the story of the prolific professor Newit Anatole Lobe who after his studies and a failed marriage in the US decides to return home to Cameon, an imaginary post-colonial African state to take up a teaching job with the countryís main university. When he refuses to join the machinations and antics of the power elites who want to hang on to power at all cost, he pays a heavy price. He plays a key role in the founding of an opposition party just to be betrayed by those in whom he placed his trust. He is arrested and detained on trumped up charges of subversion and complicity with external

College teachers --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Faculty

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Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for educational research and the practice of teacher education. Audience: Scholars and students of education and the education of teachers, researchers interested in autoethnography and self-narrative.

Educators -- Great Britain. --- Qualitative research -- Methodology. --- Teachers -- Great Britain -- Biography. --- Education --- Social Sciences --- Theory & Practice of Education --- Education. --- Teaching. --- Teaching and Teacher Education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Teachers --- Autobiography. --- College teachers --- Ethnology --- Training of --- England. --- Biographical methods. --- Biographical methods in ethnology --- Biography in ethnology --- Biography --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Autobiographies --- Autobiography --- Egodocuments --- Memoirs --- Biography as a literary form --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Faculty --- History and criticism --- Technique

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How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? The country reports in this series provide, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.

Educational evaluation --- Schools --- Educational tests and measurements --- Teachers --- Evaluation. --- Rating of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Public institutions --- Education --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Evaluation --- Belgium

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Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico and, by extension, other OECD member and partner countries. A public policy framework for education reform is first presented, followed by specifics on evaluation systems, student assessment instruments, school value-added considerations, and teacher evaluation and incentive plans. Dozens of policy findings and recommendations follow each of the six core chapters, including six key policy dimensions of effective education reform and an 11-step plan for improving teacher evaluation and incentives.

Education --- Educational evaluation --- Educational change --- Education and state --- Teachers --- Social Sciences --- History of Education --- Rating of --- Salaries, etc --- Mexico --- Salaries, etc. --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- School employees --- Educators --- Evaluation

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This book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters. The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners. Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for Maori (indigenous) settings where cultural metaphors were used to frame investigations of practice. The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice. The book will appeal to teacher educators interested in examining the fit between their practices and their goals in helping teachers to build knowledge and practice, including those working in indigenous settings. It will also be of interest to policy makers and evaluators involved in system-level change. …a well organised and carefully argued text that offers compelling evidence for an integrated approach to project management, practice, research and evaluation (J. John Loughran, Series Editor).

Education. --- Teacher educators -- New Zealand. --- Teachers -- In-service training -- New Zealand. --- Education --- Social Sciences --- Theory & Practice of Education --- Teachers --- Sciences sociales. --- Training of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Teaching. --- Teaching and Teacher Education. --- School employees --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- New Zealand.