More than ever before, globalization has linked the socioeconomic development of nations to the performance of their educational systems. One of the consequences of this new focus on improving the quality of teachers is the acknowledgment of the importance of engaging more directly with what is at the center of action, that is, pedagogy (Alexander, 2008). In this perspective, we conduct research aimed at describing, analyzing, and establishing a critical portrait of the scientific bases of the pedagogical choices made by three major international organizations (OECD, UNESCO, and World Bank) with respect to teacher education and development. In terms of methodology, we conducted a fine-grained analysis of the documents produced in the framework of TALIS and semi-structured individuals interviews with five staff members of OECD. The idea of pedagogical pluralism constitutes a rhetorical artefact through which constructivist teaching approaches are favored.
Cerqua, A., Gauthier, C. and Dembélé, M. (2017), "Pedagogical Orientations and Foundations in the Discourse Emanating from the OECD’s TALIS Initiative", The Impact of the OECD on Education Worldwide (International Perspectives on Education and Society, Vol. 31), Emerald Publishing Limited, Bingley, pp. 61-95. https://doi.org/10.1108/S1479-367920160000031003
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