Missing Voices and Possible Dialogues: Problems and Possibilities for Teacher Education

Autor/in	Paine, Lynn Webster
Titel	Missing Voices and Possible Dialogues: Problems and Possibilities for Teacher Education
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 6, S.684-702 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1643712
Schlagwörter	Teacher Education; Global Approach; Definitions; Teacher Exchange Programs; Foreign Countries; Accountability; Educational Practices; Teacher Improvement; Teacher Effectiveness; Educational Change; 21st Century Skills; Diversity; China; United States + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Globales Denken; Begriffsbestimmung; Ausland; Verantwortung; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; USA
Abstract	Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers' work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of teaching and teacher education in many countries. This essay critically examines the circulation of what appear to be a small set of 'core' ideas that are influencing national and institutional policies of teacher education. I explore the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, I explore how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01