Comparative and International Education: Policy Transfer, Context Sensitivity and Professional Development

Autor/inn/en	Crossley, Michael; Watson, Keith
Titel	Comparative and International Education: Policy Transfer, Context Sensitivity and Professional Development
Quelle	In: Oxford Review of Education, 35 (2009) 5, S.633-649 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	International Education; Educational Research; International Studies; Comparative Education; Professional Development; Foreign Countries; Teacher Education; Futures (of Society); Educational History; Periodicals; Interdisciplinary Approach; United Kingdom + Suchen Sie Ihr Suchwort? Internationale Erziehung; Bildungsforschung; Pädagogische Forschung; Internationaler Studiengang; Vergleichende Erziehungswissenschaft; Ausland; Lehrerausbildung; Lehrerbildung; Future; Society; Zukunft; History of education; Bildungsgeschichte; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Großbritannien
Abstract	This paper examines the intellectual and professional contribution of comparative and international studies to the field of education. It explores the nature of the challenges that are currently being faced, and assesses its potential for the advancement of future teaching, research and professional development. Attention is paid to the place of comparative and international education (CIE)--past and present--in teacher education, in postgraduate studies, and in the realms of policy and practice, theory and research. Consideration is first given to the nature and history of CIE, to its initial contributions to the field of education in the UK, and to its chief mechanisms and sites of production. Influential methodological and theoretical developments are examined, followed by an exploration of emergent questions, controversies and dilemmas that could benefit from sustained comparative analysis in the future. Conclusions consider implications for the place of CIE in the future of educational studies as a whole; for relations between and beyond the "disciplines of education"; and for the development of sustainable research capacity in this field. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10