Researching Trends in Initial Teacher Education Policy and Practice in an Era of Globalization and Devolution: A Rationale and a Methodology for an Anglo-Scottish "Home International" Study

Autor/inn/en	Brisard, Estelle; Menter, Ian; Smith, Ian
Titel	Researching Trends in Initial Teacher Education Policy and Practice in an Era of Globalization and Devolution: A Rationale and a Methodology for an Anglo-Scottish "Home International" Study
Quelle	In: Comparative Education, 43 (2007) 2, S.207-229 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Foreign Countries; Comparative Education; Teacher Education; Global Approach; Correlation; Research Design; Educational Trends; Educational Practices; Performance Factors; Theory Practice Relationship; Educational Policy; Policy Analysis; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Lehrerausbildung; Lehrerbildung; Globales Denken; Korrelation; Forschungsdesign; Bildungsentwicklung; Bildungspraxis; Leistungsindikator; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Politikfeldanalyse
Abstract	This article presents the conceptual and methodological framework of a two-year comparative research project (2002-2004), funded by the University of Paisley. The study, entitled "Convergence or Divergence? Initial Teacher Education in Scotland and England", investigated initial teacher education (ITE) policy and practice in England and Scotland in order to establish whether there is evidence of convergence or divergence between the two systems. The article first sets out the rationale for such work in the dual contexts of globalization and devolution before presenting and justifying the specific comparative methodological approach selected. The second half of the article focuses particularly on the study design and some of the challenges involved with its implementation, relating the discussion to the existing methodological literature. Finally, the authors attempt to highlight the methodological potential of the study for others working in the field of comparative education. (Contains 4 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10