Teacher Education Reform in Palestine: Policy Challenges Amid Donor Expectations

Autor/in	Shinn, Chris
Titel	Teacher Education Reform in Palestine: Policy Challenges Amid Donor Expectations
Quelle	In: Comparative Education Review, 56 (2012) 4, S.608-633 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/667434
Schlagwörter	Teacher Education; Foreign Countries; Educational Change; Donors; Stakeholders; Educational Policy; Policy Analysis; Politics of Education; Case Studies; Political Influences; Educational Development; Regional Characteristics; Educational Practices; Educational Planning; Educational Resources; Palestine; United States + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ausland; Bildungsreform; Politics of education; Bildungspolitik; Politikfeldanalyse; Educational policy; Case study; Fallstudie; Case Study; Political influence; Politischer Einfluss; Bildungsentwicklung; Regionaler Faktor; Bildungspraxis; Bildungsplanung; Bildungsmittel; Palästina; USA
Abstract	This essay explores the role of UNESCO, the World Bank, and the US Agency for International Development as key international actors shaping teacher development in Palestine. The argument presented is that international influence, particularly through donor-funded projects, combined with limited capacity within the Ministry of Education and local universities, inhibits a comprehensive vision toward teacher education. It is argued that this narrow response to Palestinian teacher development hinders the possibilities for improving the quality of instruction for all Palestinian teachers, particularly given the absence of policy integrating and aligning reforms within a framework for large-scale improvement. This essay uses case study research with a focus on macropolicy analysis and concludes with suggestions for further development in Palestinian teacher education. (Contains 1 table and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10