English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Teachers who practice educational policies and effect the policies with their practicing style, make education functional and give soul to it, and who are beginner, developer and practitioner of education, are the essential factors of education. For this reason, policy makers put teachers in the base of reforms that are practiced in the education systems. These reforms basically include number regulations that are from teacher education, employment to in-service training. In this article Japan, South Korea, Finland and New Zealand’s, that have high performance in PISA 200, 2003 and 2006, policies are analyzed in terms of selecting prospective teachers to teacher training institutions, recruitment, appointment and in-service training. In the analyzing of policies of these countries, it is determined that these countries adopt conjoint and consecutive models together, and in the process of selecting prospective teachers to education faculties, there are written exams, performance exams as well as national exams. In pre-service education there is a balance with theory and practice, and also there is intense practice training. It is determined that in the recruitment process, there are exams for measuring ability instead of multiple choice exams, and this process based on quality. In-service training is also important in these countries. It is determined that these countries oblige the in-service training practices with master degree and teacher certificates, and teachers who participate the activities except obligatory pre-service training are encouraged with giving promotions. And also in these countries, teachers’ socio-economic position is higher than teachers in OECD countries, and for this reason teacher profession has more attraction than other professions.

Güney Kore, Japonya, Yeni Zelanda Ve Finlandiya' Da Öğretmen Yetiştirme Ve Atama Politikaları