Changing Teacher Educational Contexts: Global Discourses in Teacher Education and Its Effect on Teacher Education in National Contexts

Autor/inn/en	Douglas-Gardner, Janet; Callender, Christine
Titel	Changing Teacher Educational Contexts: Global Discourses in Teacher Education and Its Effect on Teacher Education in National Contexts
Quelle	In: Power and Education, 15 (2023) 1, S.66-84 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Douglas-Gardner, Janet) ORCID (Callender, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/17577438221124744
Schlagwörter	Teacher Education Programs; Global Approach; COVID-19; Pandemics; Educational Policy; Developing Nations; Developed Nations; Foreign Countries; Cultural Differences; Teacher Competencies; Elementary Secondary Education; Teacher Role; Role of Education; Faculty Development; Professional Identity; United States; United Kingdom; Guyana; Japan; South Africa + Suchen Sie Ihr Suchwort? Globales Denken; Politics of education; Bildungspolitik; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Ausland; Kultureller Unterschied; Lehrkunst; Lehrerrolle; Bildungsauftrag; USA; Großbritannien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teacher education has gathered interest globally and nationally among teachers, educators, researchers and policy makers. Madalinska-Michalak, O 'Doherty and Assuno Flores (2018) observe that regional/ national, social, economic, political and historical factors impact upon teacher education and 'it is also impacted by global problems and tendencies' (pp. 567). This paper builds on these debates and examines the effects of global discourses of teacher education in the national contexts of developed and developing countries, for example, Guyana, Japan, South Africa, United States of America (USA) and the United Kingdom (UK). This includes consideration of teacher education and training before and during the current global COVID-19 pandemic (UNESCO, 2020). The paper concludes that teacher education continues to be under scrutiny due to global and national expectations, the demand of and how they are positioned in preparing teachers for the 21st century. Notwithstanding, as globalisation becomes more integrated in societies globally teacher education curricula not only has to retain its emphasis on standards, but equally its agility to ensure that the needs of all learners are met. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01