Search results for: Global approach
Page 1/2 19 items
Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
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.
Updated: Jan. 02, 2017
This paper 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. 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.
Updated: Jun. 05, 2016
This study examines the global-mindedness of introductory-level teacher education candidates at a research university in the southeastern United States. Findings indicate that participants were moderately globally minded; however, participants took a neutral stance on more than one third of survey items suggesting a high-level of lack of awareness or indifference. The participants were particularly indifferent on items related to interconnectedness and globalcentrism.
Updated: Jan. 25, 2016
In this article, the authors examine how teacher training can play an active role in inculcating teachers with sociopolitical awareness and the resultant image of this transformative teacher training. The authors present a conceptual and practical model for training teachers as involved intellectuals in the society and in the community. The model was built in light of educational challenges in the global, technological, and competitive world in general and in Israeli society with its schisms and violence in particular. The article also describes findings from pilot studies which have been done to assess the teacher training program at the Kibbutzim College of Education in Israel.
Updated: Feb. 26, 2014
This article attempts to characterize what an ‘internationalized’ institution might look like, and what support might be required to achieve the personal and professional transitions within its communities that are necessary to achieve the transformative agenda. Transformative internationalization characterizes institutions where international concerns have become explicitly embedded into routine ways of thinking and doing, in policy and management, staff and student recruitment, curriculum and programs. The author concludes that internationalization can serve as the focus for a transformative agenda in HE. A responsible internationalization strategy will incorporate innovative approaches to curriculum development, student support mechanisms and academic development initiatives.
Updated: Feb. 19, 2014
Losing Our Way? Challenging the Direction of Teacher Education in Australia by Reframing It Around the Socially Just School
In this discursive and wide-ranging article, the author wants to: (1) to interrogate the conditions that led to, and continue to wreak havoc as a result of, the Global Financial Crisis (GFC), and that underpin current policy approaches to teacher education in Australia and other western countries; and (2) to move in the direction of puncturing the status quo by proffering an alternative orientation to teacher education deriving from some of his own research that is informed by what he is calling the Socially Just School.
Updated: Oct. 23, 2013
This paper is a critical account of a particular experience of an Australian teacher educator leading an international teaching practicum in South Africa.
Updated: Aug. 21, 2013
The Impact of Professional Development: A Theoretical Model for Empirical Research, Evaluation, Planning and Conducting Training and Development Programmes
In this article, the author presents several international trends regarding the provider, the participants, the aims the contents and the methods that found in professional development programmes. In conclusion, the author suggests several recommendations to progress matters and links made with school and leadership effectiveness issues.
Updated: Aug. 19, 2013
The authors discuss the dynamic interaction between global policy and knowledge flows in Hungary and Romania. The authors paid special attention to the appropriation of post-bureaucratic regulation tools and the structural changes enhanced by the knowledge transmitted by the Programme for International Student Assessment (PISA) survey. The authors conclude that the international comparative framework of PISA offers an opportunity to elaborate a differentiated perspective on post-socialist education systems and governance strategies.
Updated: May. 29, 2013
The author argues that apart from increased visibility, what the Programme for International Student Assessment (PISA) has brought to education systems in Europe is interdependence. This is because one of the effects of comparison is that it creates representations of educational realities. Furthermore, comparison takes those previously separate and disparate pieces and brings them together into a whole, into one single entity – in the case of PISA, the league table, the report, the speech and so on.
Updated: May. 29, 2013