Ei-iE

Drawing on the evidence on what it means to be a teacher in the 21st century, this Education International Research Institute study begins with an analysis of the current situation in differing countries of the world. 

It examines the policies which frame teachers’ work and the underpinning assumptions on which those policies rest. It illustrates how policy has been shaping the nature of practice, often with effects that limit teachers’ professional judgment and which may, in the process, constrain student achievement.

The world is very diverse also in terms of education systems and teachers, their issues and priorities. Given the enormous body of practice and knowledge available, a body which is constantly changing and evolving, like EI’s Education Policy, this study can only be a work in progress; a work which reflects the impact on school communities of education policies and systems.

Primarily, this is a profoundly practical study, there to support teachers and their organisations in their arguments to place the voice of teachers centre stage in the arguments around shaping the teaching profession in the 21st century.