Comparative "Glocal" Perspectives on European Teacher Education

Autor/in	Caena, Francesca
Titel	Comparative "Glocal" Perspectives on European Teacher Education
Quelle	In: European Journal of Teacher Education, 37 (2014) 1, S.106-122 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.845165
Schlagwörter	Foreign Countries; Teacher Education; Comparative Analysis; Educational Change; Global Approach; Case Studies; Educational Policy; Modern Languages; Qualitative Research; Semi Structured Interviews; Computer Software; Educational Assessment; Teacher Evaluation; Pedagogical Content Knowledge; Teaching Skills; Curriculum Development; Teacher Collaboration; Professional Autonomy; Teacher Responsibility; Public Policy; Local Issues; France; Italy; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Bildungsreform; Globales Denken; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Gegenwartssprache; Qualitative Forschung; Education; assessment; Bewertungssystem; Teacher appraisal; Lehrerbeurteilung; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Berufsfreiheit; Lehrverpflichtung; Öffentliche Ordnung; Frankreich; Italien; Spanien
Abstract	This article reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders' perceptions in English, French, Italian and Spanish contexts as case studies. The interaction of needs and constraints in European initial teacher education within higher education reforms, and the mediation between contrasting influences and diverse education cultures, are viewed as global phenomena: teacher education practices in different countries can be described as "translations" of European policies, with innovative potential in "glocal" developments. This article explores some issues of the European dimension of teacher education, reporting the qualitative findings of the study, underpinned by a theoretical framework encompassing globalisation and social ecological studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies. Findings from the national case studies come from a limited empirical sample, but can be of interest in showing emerging tensions and trends. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10