ABSTRACT

Increasing the supply of qualified teachers is a priority in many nations as a prerequisite to accomplishing UNESCO’s Sustainable Development Goal 4 (SDG 4) to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the year 2030. Questions remain however concerning definitions and measurement of the intended global indicators. In this article, I argue that the work of the comparative research community has the potential to inform and enrich UNESCO’s SDG 4 indicators agenda concerning teachers, but this would require moving from a focus on easy to measure indicators such as teacher qualifications to more meaningful and valid indicators such as teacher qualities, and the quality of their education – a neglected area in the SDG 4 targets. Using evidence from two cross-national studies of mathematics education I propose that engagement with comparative education research may help to re-imagine a sustainable and high-quality teaching-and-teacher education project globally.

摘要

在许多国家，增加合格教师的供应是优先事项，这是实现教科文组织可持续发展目标4（SDG 4）的前提，以确保包容和公平的优质教育并为所有人提供终身学习机会到2030年。然而，关于拟定全球指标的定义和衡量方法仍然存在疑问。在本文中，我认为，比较研究界的工作有可能为丰富和完善教科文组织关于教师的可持续发展目标4指标议程提供信息，但这将需要从注重易于衡量的指标（如教师资格）转变为更有意义和更有意义的指标。有效指标，例如教师素质和他们的教育质量，这是可持续发展目标4目标中被忽略的领域。我建议使用来自两项数学教育的跨国研究的证据，认为参与比较教育研究可能有助于重新构想全球可持续性和高质量的教与学教育项目。