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Book part
Publication date: 22 August 2014

John C. Weidman, W. James Jacob and Daniel Casebeer

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…

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.

Book part
Publication date: 22 August 2014

Alexander W. Wiseman and Emily Anderson

The Annual Review of Comparative and International Education 2014 provides an opportunity for reflection and debate of current issues in the field. Central among these is…

Abstract

The Annual Review of Comparative and International Education 2014 provides an opportunity for reflection and debate of current issues in the field. Central among these is how comparative and international education (CIE) is defined by scholars and practitioners, and how these understandings contribute to the field’s sense of professional and academic identity. The work of teachers and teaching in classrooms worldwide comprises much of the CIE field’s technical core and focus of policymaking as well as other relevant activity. As a result, the education of teachers and their professional development are key, and often undervalued, components. Based upon this foundation, the 2014 Annual Review highlights ways that teacher education and professional development impact CIE research and professional activity, and vice versa.

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

Keywords

Article
Publication date: 8 January 2019

Adam Poole

This paper was written in response to the tendency for the international education literature to position the international teacher in essentialist and western-centric…

Abstract

Purpose

This paper was written in response to the tendency for the international education literature to position the international teacher in essentialist and western-centric terms. The international school landscape has changed significantly in the last 20 years, leading to the rise of type C non-traditional international schools, which requires a reconceptualisation of the international teacher. The purpose of this paper is to explore how a Chinese English teacher (Daisy) in an internationalised school in Shanghai constructed her identity as an international teacher.

Design/methodology/approach

This paper drew upon concepts from the teacher identity literature in order to construct a comparative conceptual framework comprised of personal, professional and cross-cultural domains of experience. Commensurate with this framework, in-depth phenomenological interviewing and member-checking were utilised in order to gain access to the participant’s lived experiences. Member-checking and data analysis became a dialogic and recursive process in which rapport was continually maintained and strengthened through the sharing of raw and analysed data, with additional comments and suggestions being fed back into an emerging interpretation in order to generate more data and enhance validity.

Findings

The findings highlighted how Daisy was active in not only constructing her identity as an international educator but also mobilising this identity to challenge the western-centric nature of international education. The findings also revealed moments of discursive dissonance. Daisy simultaneously constructed an identity as an “internationalising” teacher, but was also constructed as an international teacher through a discourse that presented international education as constructivist, and therefore western-centric, in nature. Implications and recommendations are made for practice and research based on these findings.

Originality/value

This paper offers an alternative perspective on the international teacher experience, which continues to be western-centric in focus, by exploring the development of an international teacher identity from a Chinese perspective.

Details

International Journal of Comparative Education and Development, vol. 21 no. 1
Type: Research Article
ISSN: 2396-7404

Keywords

Book part
Publication date: 26 October 2015

Peter Wallet

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education

Abstract

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education, including those on and related to teachers. Based within a framework that emphasises quantity and quality issues for teachers, this chapter describes the current UIS international collection of teacher data, the policy options they intend to inform, as well as key limitations and challenges of the present data. In reaction to this, the chapter also presents UIS’s on-going developmental work related to the global data collection and statistics on primary and secondary teachers ranging from the measurement of current shortages, particularly in developing countries aiming to achieve universal primary education (UPE), to the expansion of an international framework that sheds additional light on teacher and teaching quality.

Details

Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

Keywords

Book part
Publication date: 19 December 2016

Tore Bernt Sorensen

The first decades of the 21st century have witnessed unprecedented global political cooperation directed toward school teachers and the importance of quality education

Abstract

The first decades of the 21st century have witnessed unprecedented global political cooperation directed toward school teachers and the importance of quality education. This chapter discusses the current developments in the global educational policy field with a particular focus on teacher policy and the Organization for Economic Co-operation and Development’s (OECD) program Teaching and Learning International Survey (TALIS). In adopting a critical realist approach and based on a literature review, this chapter provides a synthesis of the governance mechanisms, contexts, and outcomes of TALIS. TALIS is treated as an observable outcome resulting from the actions of an underlying mechanism – information-processing policy instruments – and two contextual conditions. The first contextual condition suggests that there is a predominance of the knowledge-based economy paradigm in the political discourse, linking school teachers to economic growth and competitiveness. The second condition is provided by the consensus that education, notwithstanding technological developments, in the foreseeable future will remain a labor-intensive sector requiring a teacher workforce, as reflected in the representation of diverse interests in the TALIS programme and their commitment to find compromises on teacher policy. We will be able to assess in future decades the extent to which the mechanism will be triggered with regard to TALIS. However, in giving voice to teachers working in different settings, TALIS findings are not easy to reconcile with human capital theory or translate into “best practice” recommendations for teacher policies that can help drive knowledge-based economies.

Details

The Global Educational Policy Environment in the Fourth Industrial Revolution
Type: Book
ISBN: 978-1-78635-044-2

Keywords

Book part
Publication date: 26 October 2015

Gerald K. LeTendre and Alexander W. Wiseman

Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set…

Abstract

Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set of strategies that aim to improve the quality of education by improving the quality of teachers. These efforts have not been well coordinated, and as the authors in this volume show, core constructs of quality have not been well defined. In this introductory chapter, we discuss why teachers are now “under the microscope” of policymaker’s attention and elaborate how the chapters in this volume identify particularly fruitful avenues for further study. The assembled chapters address two complex questions: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising and how can these be aligned to maximize their research potential? and (2) what core constructs of teacher quality or effectiveness are missing from the evidence-base, and how can cross-national comparative research help refine these? To investigate these questions, the chapters in this volume address different aspects of “quality.” While quality may be politically contested, there is a significant need to continue to articulate a truly global perspective on teacher quality. The authors look at a wide range of aspects of quality in order to advance thinking about teacher education, instructional quality and workforce or organizational conditions that affect quality; to analyze instruments, tools, or measures used to assess quality; and identify what measures need to be developed further. We also note how scholarly study of the spread of transnational teacher reforms has failed to keep pace with national policy changes regarding teacher quality, and advance a more general theory of the forces affecting national policymakers.

Details

Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

Keywords

Book part
Publication date: 18 January 2021

Joseph Seyram Agbenyega, Kiiko Ikegami and Corine Rivalland

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion…

Abstract

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.

Book part
Publication date: 22 August 2014

Kabba E. Colley

This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher

Abstract

This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

Keywords

Book part
Publication date: 22 August 2014

Lillian Katono Butungi Niwagaba and Christine M. Okurut-Ibore

The dynamics of teacher education in Africa are complex. To understand their complexities, one has to plow through multiple layers of players that provide funding, policy…

Abstract

The dynamics of teacher education in Africa are complex. To understand their complexities, one has to plow through multiple layers of players that provide funding, policy direction, curricula, teaching methods, and technologies to teacher education systems grounded in divergent philosophies and histories. There is a need to understand how ideas regarding teacher policies and practices are filtered between countries and how those ideas are shaped to fit unique contexts in which they are introduced. Considering the roles played by multinational and bilateral international organizations, national governments, colleges, universities, teacher unions, the private sector, and civil society, it is imperative that data is collected and evaluated to measure impact of reforms and policies that guide teacher training for novices and in-service for professional teachers. As such, the critical role comparative and international teacher education research plays cannot be understated. Comparative and International Education (CIE) relevant research serves to advance understanding of teacher education and professional development by highlighting best practices, issues, inputs, outputs, gaps, and differences, the relationships with student learning outcomes, and standardization and harmonization of teacher education curricula in a very crowded arena. CIE relevant research provides the necessary data for examining policies and initiating reforms that lead to positive student learning outcomes. In addition, the research provides benchmarks in novice teacher training and professional development that contribute to teaching efficacy and teacher effectiveness.

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

Keywords

Book part
Publication date: 22 August 2014

Chanita Rukspollmuang

This essay examines the field of comparative and international education (CIE) and its implications for the policy and practice of teacher education and the teaching…

Abstract

This essay examines the field of comparative and international education (CIE) and its implications for the policy and practice of teacher education and the teaching profession in Asia. Initially, it explores the state and problems in offering CIE in higher education institutions as well as research activities in the field. Afterwards, the contribution of CIE in terms of teacher education policy and practices as well as the development of teaching profession are discussed. The conclusion considers implications for CIE-relevant research and its impact on teacher education and professional development.

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

Keywords

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