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ID 50531
file
creator
Volman, Víctor
Mc Callum, Axel
abstract
SDG 4.c calls for increasing the supply of qualified teachers while many countries face teacher shortages. Using TALIS 2018 data, this article argues that the problem is two-fold: increasing the number of qualified professionals entering the education system and expanding training opportunities for current teachers. We focus on the second issue in Latin American countries to explore how institutional arrangements, including teachers’ workload, lack of paid out-of-class work hours, poor incentives for professional development and overall working conditions, could be barriers against the continuous development of current teachers that the international cooperation should take into account. Without institutional reforms, SDG 4.c goal will not be met.
journal title
Journal of international cooperation in education
volume
Volume 22-23
issue
Issue 2
start page
71
end page
87
date of issued
2020-12-31
publisher
Center for the Study of International Cooperation in Education
issn
1344-2996
1344-7998
ncid
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
© 2020 CICE All rights reserved.
department
Center for the Study of International Cooperation in Education
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