Since the mid-1990s, teacher education, professional development and practice has been at the foreground of policy debates about the quality and effectiveness of schooling and the role of education for economic development and competitiveness (Pasias & Roussakis, 2013: 40). The place of the teaching profession within the education project, in the frame of the education project’s increasingly pivotal role in society, assumes ever growing importance.
The drive for equal educational opportunities has been one of the motivational factors behind the worldwide education expansion drive since the middle of the twentieth century (cf. Wolhuter, 1993). Likewise, equality has been one of the founding principles upon which contemporary society has been built. Gender is one of the three most important dimensions of this equality (socio-economic status and ethnicity/race being the other two of the trinity of inequality which contemporary society has set out itself to combat against). It is within this context that the research project of this book has been conceived – to investigate the intersection between gender and the teaching profession, by means of cross-national perspectives.
M.J. Taole, Prof. C.C.Wolhuter