Focusing on the perspectives of teachers and principals across eight countries, this book explores their sense of accountability in the educational environment. It examines how these educators perceive their responsibility, adherence to standards, transparency in reporting, and receptiveness to feedback, providing insights into the cultural aspects that influence their professional practices.
Accountability and Culture of School Teachers and Principals studies the
degree to which teachers and principals in eight countries view themselves as
taking responsibility, working by clear standards, reporting transparently,
and accepting feedback at work.
Although the idea of the reflective practitioner is embraced by many, there is still a need to understand how teachers' practical experience and the theoretical insights of researchers can be linked in teacher education. This book offers a framework for addressing this problem. It brings together 15 years of experience in teacher education and research, based on Korthagen's concept of "realistic teacher education" which is well known in Europe and gaining interest in North America. Set up as a journey back and forth between practice and theory, this book is not only about linking them but models how it can be done, providing both practical solutions and research-based theoretical foundations. Linking Practice and The Pedagogy of Realistic Teacher * serves as a guidebook for teacher educators, with many practical ideas and guidelines;* prepares the reader for a fundamental shift in thinking about teacher education; and* uses an international perspective in analyzing real, practical experience in teacher education, in the Netherlands and in other countries.
