Global teachers, Australian perspectives: Goodbye Mr Chips, Hello Ms Banerjee

Reid, C; Collins, J; Singh, M

Global teachers, Australian perspectives: Goodbye Mr Chips, Hello Ms Banerjee

Reid, C Collins, J

Singh, M

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Publication Type:: Book
Citation:: 2014, 9789814451369 pp. 1 - 186
Issue Date:: 2014-10-01

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Jock Collin book info and preface1.pdf	Published version	803.57 kB	Adobe PDF	View/Open
Jock Collins book - introduction.pdf	Published version	563.17 kB	Adobe PDF	View/Open
Jock Collins book author info.pdf	Published version	177.03 kB	Adobe PDF	View/Open

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Field	Value	Language
dc.contributor.author	Reid, C	en_US
dc.contributor.author	Collins, J https://orcid.org/0000-0003-4216-9245	en_US
dc.contributor.author	Singh, M	en_US
dc.date.issued	2014-10-01	en_US
dc.identifier.citation	2014, 9789814451369 pp. 1 - 186	en_US
dc.identifier.isbn	9814451355	en_US
dc.identifier.isbn	9789814451352	en_US
dc.identifier.uri	http://hdl.handle.net/10453/34242
dc.description.abstract	© Springer Science+Business Media Singapore 2014. All rights are reserved. This is the first book on global teachers and the increasingly important phenomenon of 'brain circulation' in the global teaching profession. A teaching qualification is a passport to an international professional career: the global teacher is found in more and more classrooms around the world today. It is a two-way movement. This book looks at the growing importance of immigrant teachers in western countries today and at teachers who exit from western countries (emigrant teachers) seeking teaching experience in other countries. Drawing on the international literature in Europe, North America, Asia and elsewhere supplemented by rich insights derived from recent Australian research, the book outlines the personal, institutional and structural processes nationally and internationally underlying the increasing global circulation of teachers. It identifies the key drivers of global teacher mobility: a range of factors including family, lifestyle, classroom experience, travel, opportunities for advancement, discipline, linguistic skills, taxation rates, cultural factors and institutional frameworks and policy support. The book is the first detailed contemporary account of the experiences of Australian immigrant and emigrant teachers in the schools and communities where they teach and live. It makes an important and original theoretical and empirical contribution to the contemporary fields of sociology of education and immigration studies.	en_US
dc.relation.isbasedon	10.1007/978-981-4451-36-9	en_US
dc.title	Global teachers, Australian perspectives: Goodbye Mr Chips, Hello Ms Banerjee	en_US
dc.type	Book
utslib.citation.volume	9789814451369	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	9789814451369	en_US

Abstract:

© Springer Science+Business Media Singapore 2014. All rights are reserved. This is the first book on global teachers and the increasingly important phenomenon of 'brain circulation' in the global teaching profession. A teaching qualification is a passport to an international professional career: the global teacher is found in more and more classrooms around the world today. It is a two-way movement. This book looks at the growing importance of immigrant teachers in western countries today and at teachers who exit from western countries (emigrant teachers) seeking teaching experience in other countries. Drawing on the international literature in Europe, North America, Asia and elsewhere supplemented by rich insights derived from recent Australian research, the book outlines the personal, institutional and structural processes nationally and internationally underlying the increasing global circulation of teachers. It identifies the key drivers of global teacher mobility: a range of factors including family, lifestyle, classroom experience, travel, opportunities for advancement, discipline, linguistic skills, taxation rates, cultural factors and institutional frameworks and policy support. The book is the first detailed contemporary account of the experiences of Australian immigrant and emigrant teachers in the schools and communities where they teach and live. It makes an important and original theoretical and empirical contribution to the contemporary fields of sociology of education and immigration studies.

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http://hdl.handle.net/10453/34242