Romuald Normand & Min Liu 
Education Policies and the Restructuring of the Educational Profession [PDF ebook] 
Global and Comparative Perspectives

Chapter 1 Introduction.- Chapter 2 Soft Infusion: Constructing ‘Teachers’ in the PISA Sphere.- Chapter 3 Politics of Professionnalization of Teaching: Contemporanean Development and Variations of Uses.- Chapter 4 School Inspectors in Europe: Towards a New Public Professionalism?.- Chapter 5 Changes in School Governance and the Reshaping of Head Teachers’ Roles and Identities in Portugal.- Chapter 6 Education Policies, the Teaching Profession and Teacher Training in Germany – The Ever-Evolving 16-Piece Mosaic.- Chapter 7 Policies for Teacher Training and Work in Argentina from the Turn of the Century.- Chapter 8 Between Evidence-based Education and Professional Judgment, What Future for Teachers and Their Knowledge?.- Chapter 9 New Public Management and Its Effects in the Teaching Profession: Recent Trends in Spain and Catalonia.- Chapter 10 Comparison and Benchmarking as Key Elements in Governing Processes in Norwegian Schools.- Chapter 11 Restructuring the Educational Profession in Denmark.- Chapter 12 A Postsocialist Perspective on Audit Culture: Changing Practices and Subjectivities of School Teachers in a Russian Region.- Chapter 13 Neo-liberal Managerialism and Professionalization in U.S. Schools.- Chapter 14 The Teaching Profession in the Context of New Public Management.- Chapter 15 Leadership and New Public Management: the Forgotten Professional Dimension of School Organizations.- Chapter 16 Overcoming Fragmented Professionalism? Accountability for Improvement in Teacher Preparation in Italy.- Chapter 17 Work Regulations and Teacher Subjectivity in a Context of Standardization and Accountability Policies in Chile.- Chapter 18 Neoliberalism and New Public Action in Education in Québec: Changes in Primary School Culture and Teacher Identities?.- Biographies.

Romuald Normand is a Professor of Sociology at the University of Strasbourg, France. (CNRS Research Unit: Societies, Actors and Government of Europe). He  works in the areas of comparative education policies and management. He is the convenor of the network 28 “Sociologies of European Education” at the European Educational Research Association. He is a French Director of the Beijing Normal University’s Chinese-French Center for Innovation in Education and co-editor of the Routledge series Studies in European Education.

Liu Min is an Associate Professor at the Institute of International and Comparative Education, Beijing Normal University, and Director of the Beijing Normal University’s Chinese-French Center for Innovation in Education. Her research focuses on education in France, educational governance and policies, and international comparative policies in education.

Luís Miguel Carvalho is a Professor of Education at the University of Lisbon, Institute of Education, where he works on the educational policy and administration research & teaching area. His latest research focuses on international comparative assessments, and the making and transnational dissemination of education models and reforms. He is a member of the editorial board of the
European Educational Research Journal.

Dalila Andrade Oliveira is a Professor of Public Policy and Education at the Faculty of Education and the Graduate Program in Education, Federal University of Minas Gerais. Her research mainly focuses on education policy, school management and teaching in Latin America. She was Vice President of the National Association of Graduate Studies and Research in Education from 2005 to 2009, and President from 2009 to 2013. Currently she is responsible for the overall coordination of the Latin American Network on Teaching Work Studies (Red Estrado).

Louis Le Vasseur is a Full Professor at the Faculté des sciences de l’éducation, Université Laval, and an associate fellow with the Centre de recherche interuniversitaire sur la formation et la profession enseignante. A sociologist of education, his work focuses on school culture (instruction, socialization, critique), education in modernity, the history of education in Québec, and education policies.