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Teacher Quality in the Twenty First Century: New Lives, Old Truths

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Preparing Teachers for the 21st Century

Part of the book series: New Frontiers of Educational Research ((NFER))

Abstract

This chapter is based upon a keynote address to the first global teacher education summit, organised by Beijing Normal University in 2011, in which research across the world about influences which affect teacher teachers’ sense of professional identity, capacity for compassion, commitment, resilience and effectiveness long after they have graduated from their pre-service education and training programmes in universities and colleges were shared. The findings suggest that teaching pre-service students about how the conditions in which they work may enhance or diminish their capacity to teach to their best and how they might act to mediate these is a key part of the work of all teacher educators and an important focus for the work of educational researchers.

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Authors and Affiliations

  1. University of Nottingham, Nottingham, UK

    Christopher Day

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  1. Christopher Day
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Correspondence to Christopher Day .

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Editors and Affiliations

  1. Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing, People's Republic of China

    Xudong Zhu

  2. College of Education, University of Washington, Seattle, Washington, USA

    Kenneth Zeichner

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Day, C. (2013). Teacher Quality in the Twenty First Century: New Lives, Old Truths. In: Zhu, X., Zeichner, K. (eds) Preparing Teachers for the 21st Century. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-36970-4_2

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  • DOI: https://doi.org/10.1007/978-3-642-36970-4_2

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