Teaching standards, globalisation, and conceptions of teacher professionalism

ABSTRACT

Today’s teacher operates in a globalised space where people everywhere are inextricably connected, and whose lives no longer exist in an isolated vacuum, but intersect and collide as part of a dynamic vortex. Teachers must now think, and teach beyond local boundaries, such that definitions of teacher professionalism will be reshaped by forces of globalisation. But have they, and in what ways? This article examines the intersection of globalisation and teacher professionalism. It begins with working definitions of globalisation and professionalism. These definitions will conceptually frame an analysis of policy documents about teacher professionalism, specifically standards for teachers in Hong Kong, the United States, and Australia. As a benchmark for teacher professionalism, an analysis of teacher standards across this international sample affords a broad portrait of what teachers are expected to know and do, juxtaposed against a rapidly evolving and globalising world.

KEYWORDS:

• Teaching profession
• teacher qualifications
• educational policy
• teacher knowledge
• globalisation

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Unattributed quotes for the Hong Kong section are taken from the websites indicated in the article, thus page numbers do not apply.

Additional information

Notes on contributors

A. Lin Goodwin

A. Lin Goodwin is Professor and Dean of the Faculty of Education at The University of Hong Kong. Her research focuses on teacher and teacher educator beliefs, identities and development; equitable education and powerful teaching for immigrant and minoritized youth; and on international analyses/comparisons of teacher education practice and policy.