Articles of the week

The author uses the Assessment Practices Framework to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The author reports the teacher’s assessment practices and the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation).
In this article, the author is talking about non-formal education. The goals, content, methods of teaching, ways of achievement measuring, and all the other aspects of non-formal education can differ widely. Also, teachers working in non-formal education can be very different from each other from many aspects, e.g., the training they got before starting any type of non-formal teaching. They can also be different if they had or still have any experience in mainstream education ('schooling'). We should pay much more attention to non-formal education than we did typically, i.e., without thinking that non-formal education would be better than formal education or the opposite. They are different, but based on the same roots. There are dozens of crucial issues such as What kinds of knowledge can be constructed in non-formal education?
This paper begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors.