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Conceptualizing Teacher Education in Comparative and International Context

Annual Review of Comparative and International Education 2014

ISBN: 978-1-78350-453-4, eISBN: 978-1-78350-454-1

Publication date: 22 August 2014

Abstract

There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.

Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.

A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.

Keywords

Citation

Weidman, J.C., James Jacob, W. and Casebeer, D. (2014), "Conceptualizing Teacher Education in Comparative and International Context", Annual Review of Comparative and International Education 2014 (International Perspectives on Education and Society, Vol. 25), Emerald Group Publishing Limited, Leeds, pp. 115-145. https://doi.org/10.1108/S1479-367920140000025012

Publisher

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Emerald Group Publishing Limited

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