Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions

Autor/inn/en	Açar, Abdullah; Yücel Toy, Banu
Titel	Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions
Quelle	In: International Journal of Curriculum and Instructional Studies, 12 (2022) 1, S.113-146 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Açar, Abdullah) ORCID (Yücel Toy, Banu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Preservice Teacher Education; Global Approach; Universities; Entrepreneurship; Lifelong Learning; Information Technology; Politics of Education; Economics; Conflict; Diversity; Educational Quality; Accountability; Standards; Documentation; International Organizations; Foreign Countries; European Union + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Globales Denken; University; Universität; Unternehmungsgeist; Life-long learning; Lebenslanges Lernen; Informationstechnologie; Educational policy; Bildungspolitik; Volkswirtschaftslehre; Konflikt; Quality of education; Bildungsqualität; Verantwortung; Standard; Dokumentation; International organisation; International organisations; International organization; Internationale Organisation; Ausland
Abstract	This study aims to reveal the economic and political issues underlying the remarks related to initial teacher education (ITE) in the documents published by international institutions, European Union (EU), Organization for Economic Co-operation and Development (OECD), and United Nations (UN), and to examine these issues from the perspective of consensus and conflict approaches to education. The study is designed as a systematic review. ITE-related 67 documents published by UN, EU, and OECD were analyzed following several coding steps. According to the results, international institutions promote entrepreneurship, life-long learning, and information and communication technologies as economic issues in ITE. As political issues, they put forward social themes including preparing for diversity, quality in ITE including accountability and standards, and structure of ITE including flexibility and autonomy. Although the documents are mainly parallel with the consensus approach, economic and political issues revealed in the study were discussed from perspectives of both approaches. One perspective considers promoting the economic issues in ITE the economic efficiency and growth which is beneficial for all. The other reminds that division of this benefit may include class-based inequalities. Also, different perspectives emphasize different social themes and they bring different explanations for how the quality assurance functions. [This article includes an extended summary in Turkish.] (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01