Lost in Translation? Improving Quality in Initial Teacher Education in the Framework of European Initiatives

Autor/in	Kaçaniku, Fjolla
Titel	Lost in Translation? Improving Quality in Initial Teacher Education in the Framework of European Initiatives
Quelle	In: Policy Futures in Education, 20 (2022) 8, S.922-940 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaçaniku, Fjolla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103211072963
Schlagwörter	Educational Improvement; Educational Quality; Preservice Teacher Education; Educational Policy; Foreign Countries; Theory Practice Relationship; Ownership; Organizational Culture; Stakeholders; Socialization; Quality Assurance; Program Implementation; Educational Change; Europe; Kosovo + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; Ausland; Theorie-Praxis-Beziehung; Eigentum; Unternehmenskultur; Socialisation; Sozialisation; Qualitätssicherung; Bildungsreform; Europa
Abstract	Improving quality in initial teacher education in the framework of European initiatives entails a rather complex process as compared to that of higher education as a general study field. What adds to this complexity is the fact that teacher education continues to be treated as a national concern in all of Europe. This study provides evidence on features and tensions of translating European initiatives for improving quality in initial teacher education by examining the case of Kosovo. Findings from Kosovo, a small and 'peripheral' European context, can be of interest to contexts undergoing a similar transition. The study opted for qualitative research. The data was collected over three phases by conducting 15 interviews with six management staff and 28 interviews with 15 teacher educators. Findings build on debates concerning the future of European teacher education, demonstrating that tensions ensue between (external) European initiatives and (internal) local conditions that result in the mistranslation of transferred ideas into institutional practice. The loss in translation is attributed to contextual dynamics reflected at the macro-level (lack of ownership), the meso-level (fragmented organisational culture) and the micro-level (isolated individual and group cultures). The study concludes by endorsing context-oriented stakeholder-wide socialisation as a way forward for tackling and scaffolding local stakeholder tensions, contradictions and one-side approaches. Hence, context-oriented socialisation could address tensions by promoting local ownership, extending organisational culture and stimulating the development of collective values and cultures for a contextualised translation of European initiatives towards improving quality in initial teacher education. (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