Comparing the OECD's and Norway's Orientation to Equity in Their Teacher Education Policies--Teacher Autonomy under Attack?

Autor/in	Haugen, Cecilie Ronning
Titel	Comparing the OECD's and Norway's Orientation to Equity in Their Teacher Education Policies--Teacher Autonomy under Attack?
Quelle	In: Journal for Critical Education Policy Studies, 11 (2013) 2, S.165-202 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Comparative Analysis; Teacher Education; Educational Policy; Equal Education; Accountability; School Choice; Privatization; Professional Autonomy; Neoliberalism; International Organizations; Norway + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Verantwortung; Choice of school; Schulwahl; Privatisation; Privatisierung; Berufsfreiheit; Neo-liberalism; Neoliberalismus; International organisation; International organisations; International organization; Internationale Organisation; Norwegen
Abstract	More and more nations are losing the ability to control their education systems. OECD is an important premise provider for educational policymaking championing a neoliberal agenda. With the aim to investigate the impact the OECD may have on national policymaking, this paper compares their recent teacher education policies with those of Norway. The OECD's and Norway's teacher education policies are characterised by similarities and differences as to what counts as good teacher education. The OECD argue for a combination of making clear criteria for selection into the teaching profession, standardizing the knowledge, tight monitoring of teachers along clearly defined standards of what counts as "accomplished teaching" and rewarding effective teaching. This combination of elements can be related to an entrepreneurial vision of education, and teachers as technicians. The Norwegian socialist-alliance government follows this idea through more standardization, tighter monitoring and that teachers should develop their work based on "evidence-based practice." Different from the OECD they address a more democratic representation of teachers, a wider concept of education, and do not present incentives or rewards to improve teachers' work. (Contains 4 tables and 1 note.) (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10