TY  - CHAP
AB  - The way in which the international teacher organizations evolved suggests both the advantages and the difficulties of maintaining a coherent and purposeful international organization for education advocacy (the abbreviations and acronyms for all the organizations are spelled out for reference in Appendix A to this chapter; the complex succession of organizations is traced in a table, presented as Appendix B to this chapter). The international teacher organizations began at the outset of the 20th century in Europe.1The first of these, founded in 1905 and centering on the concerns of primary school teachers, was the International Bureau of Federations of Teachers (IBFT; it became the International Federation of Teachers’ Associations [IFTA] in 1926). The second, founded in 1912, was the International Foundation of Secondary Teachers (known by its French acronym, FIPESO, the Fédération internationale des professeurs de l’enseignement secondaire officielle).
VL  - 3
SN  - 978-1-84950-126-2, 978-0-76230-828-6/1479-358X
DO  - 10.1016/S1479-358X(04)03010-4
UR  - https://doi.org/10.1016/S1479-358X(04)03010-4
AU  - Futrell Mary
AU  - van Leeuwen Fred
AU  - Harris Bob
ED  - Ronald D. Henderson
ED  - Wayne Urban
ED  - Paul Wolman
PY  - 2004
Y1  - 2004/01/01
TI  - 10. TOWARD INTERNATIONAL ADVOCACY
T2  - Teacher Unions and Education Policy: Retrenchment of Reform?
T3  - Advances in Education in Diverse Communities
PB  - Emerald Group Publishing Limited
SP  - 223
EP  - 258
Y2  - 2024/09/18
ER  -