What is a veteran teacher, and how do veteran teachers contribute to schools and education? This international volume contributes to our understanding of veteran teachers with new conceptual studies and empirical research from different countries around the world. It is explores what we mean by a ‘veteran teacher’; the factors that encourage teachers to remain in the profession; the characteristics of a successful veteran teacher; and the values with which veteran teachers associate themselves. Rather than supporting stereotypes about teachers at different stages in their professional lives, this book both scrutinises prevalent stereotypes and explores the great variety of veteranship in teaching, in different cultures and different subject matter domains. Teacher retention is an increasingly difficult issue and there are severe problems of high staff turnover and attrition in many countries - so recognition of the qualities of more experienced teachers is timely, as well as valuing the potential contributions of veteran teachers in schools. The book also addresses broader issues about teachers’ lives and identities, the vulnerability of different groups of teachers to the effects of change and reform, and the various forms of teacher knowledge and teacher development. This book was previously published as a Special Issue of Teachers and Teaching.

This book explores why veteran teachers choose to remain in the classroom, making teaching their life’s career. The authors felt compelled to interview veteran teachers to learn about their experiences, how they make meaning of their classrooms and schools, and in particular what can be known about the adversities they face and their resilience. Factors (individual and contextual) are uncovered that influence veteran teacher’s resiliency and adaptation from veteran teachers’ perspectives and the literature. Induction programs, professional development, and mentoring are also examined for their importance to the interviews and education. Features of this book include: Focuses on veteran teacher resilience and why veteran teachers choose to remain in the classroom and teaching profession Uses an interview method involving veteran teachers that illuminates issues of resiliency and retention from their perspective Highlights 15 narrative accounts of veteran teachers tailored to their perceptions, experiences, and strategies for navigating barriers and overcoming challenge Combines conceptual frameworks, research results, interventions, and strategies Connects implications of the study and suggestions for future research to practice and policy This book is for researchers interested in teacher resilience, particularly veteran teacher resilience and the study and development of it, as well as practitioners drawn to the same topic, with applicability to their fields. Anyone interested in resilience, particularly within demanding professional contexts and stressful situations, should find value. "The focus on teacher resilience is original and it is an important aspect of why teachers might choose to stay in the profession. Teacher resilience is understudied and should provide useful knowledge to policymakers and education leaders on how to improve working conditions and increase efficacy. So much ink is spilled extolling why teachers exit the profession--there is a dearth of research on why they stay, which in my opinion is even more important than why they leave. This book makes an important contribution to the literature and will hopefully inform policy making and inspire others to conduct research on the subject." Christopher H. Tienken, Associate Professor, Dept. of Education Leadership Management and Policy, Seton Hall University, South Orange, NJ, USA "The topic is original. It seems there is much literature on new teachers and why they leave, but little on veteran teachers and why they stay. The topic and the reporting of the findings with suggestions for practices to be implemented in university programs as well as in K-12 schools is very useful. The format this book follows is actually a strong one for other researchers and students in doctoral programs." Sandra Harris, Professor Emerita, Educational Leadership, Lamar University, Beaumont, Texas, USA

This book offers profound insights into the dynamic landscape of international education, drawing on the perspectives of veteran educators and thought leaders. Through engaging chapters, it explores the transformative potential of global learning, examining current challenges, reflecting on historical trajectories, and envisioning the future of education abroad. Each chapter seamlessly integrates personal experiences, theoretical frameworks, and historical perspectives, emphasizing the vital role of Senior International Officers and advocating for a quantum approach to education abroad. The book aims to deliver a comprehensive and authentic exploration of international education by covering the evolution of study abroad, evolving narratives, and the impacts of political shifts and technology. Beyond celebrating achievements, it addresses critical areas requiring attention, inviting readers on a reflective journey to appreciate the intricate threads forming the tapestry of global education.

The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time. With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction. International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.

This collection brings together academic contributions from specialists working in a newly emergent area of study, that of education in situations of conflict. It seeks to promote understanding of the complex ways in which education can play both a reproductive and a transformative role in such circumstances.

This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries. Early childhood education and care (ECEC) is expanding rapidly across the globe with unprecedented numbers of children attending EC centres, requiring the investment in educators to provide good quality ECEC. Yet, there is an inconsistent approach to early childhood teacher preparation and the quality of existing programs is not known. Each country’s contributing author/s is/are well known in their field for their in-depth knowledge of early childhood teacher education programs including content, structure, and professional experience that works within the scope of policy and registration agencies. The chapters address the current situation of staffing—shortage or oversupply—of early childhood teachers in their country. The book informs policy regarding content of early childhood teacher preparation programs and provides evidence of current courses across many under-represented countries throughout the world. It makes a significant contribution to understanding the environment for early childhood teacher programs.

NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.