| Figures | ||
| 2.1 | The value of the teaching profession – In some countries, most teachers feel their work is not valued by society. Percentage of lower secondary teachers who “agree” or “strongly agree” with the statement: “I think that the teaching profession is valued in society”. Countries are ranked in descending order, based on the percentage of teachers who “strongly agree” or “agree” that they think that the teaching profession is valued in society. | 30 |
| 2.2 | Teacher professionalism, and its components, vary considerably around the world. | 35 |
| 2.3 | Feeling effective as a teacher is linked to collaborating with colleagues. | 38 |
| 2.4 | Similar student-teacher ratios can be found in classes of very different sizes. | 46 |
| 7.1 | Kelly’s collage of third culture kid and global citizen. | 157 |
| 7.2 | Chloe’s multimodal artifact of “Them versus Me”. | 158 |
| 7.3 | Mason’s multimodal artifact of “Who am I?” | 160 |
| 7.4 | Chloe’s modern representation of “What’s done cannot be undone”. | 162 |
| 11.1 | A transformative learning model related to being a teacher of holistic profession. | 227 |
| 12.1 | Changing learning ecologies in applying technology in early childhood teacher education. | 251 |
| 14.1 | Scholar: VisiLearn Analytics. | 279 |
| 14.2 | Pellegrino et al. assessment triangle. | 281 |
| 14.3 | The classical test. | 282 |
| 14.4 | Henry Goddard scores intelligence. | 282 |
| 14.5 | From hub-and-spoke knowledge transmission to collaborative knowledge ecologies. | 287 |
| Tables | ||
| 2.1 | The value of the teaching profession – In some countries, most teachers feel their work is not valued by society. Percentage of lower secondary teachers who “agree” or “strongly agree” with the statement: “I think that the teaching profession is valued in society”. Countries are ranked in descending order, based on the percentage of teachers who “strongly agree” or “agree” that they think that the teaching profession is valued in society. | 31 |
| Teacher professionalism, and its components, vary considerably around the world. | 36 | |
| 2.3 | Feeling effective as a teacher is linked to collaborating with colleagues. | 39 |
| 2.4 | Similar student-teacher ratios can be found in classes of very different sizes. | 48 |
| 5.1 | Suggested contents of teaching in citizenship national curriculum in England. | 107 |
| 5.2 | Modes of citizenship teacher training in England. | 111 |
| 5.3 | UCL-IOE’s case programmes in citizenship education. | 114 |
| 6.1 | Teacher backgrounds. | 133 |
| 6.2 | Numbers of the Chinese language teachers who mentioned coded theme within the framework of their developmental tasks. | 135 |
| 7.1 | Profile of student participants & observed classes. | 155 |
| 9.1 | Profile of respondents. | 194 |
| 12.1 | Example of integrating new technologies in the course (2016–2017). | 247 |
| 14.1 | Changing assessment paradigms. | 280 |
| 14.2 | Changing educational paradigms. | 287 |
In: The Future of Teaching
Editors:
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Xudong Zhu
Xudong Zhu
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Michael A. Peters
Michael A. Peters
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