Are We Finnished Yet? Teacher Preparation and the Rise of “Glocalization”

Abstract

The successes of the Finnish approach in teacher preparation and related school practices and policies are discussed. A narrative literature review methodology is used to determine the key policy underpinnings, program designs and methods, and other essential elements related to teacher preparation in various countries. An international perspective is used, focusing primarily on Finland, but also considers the island city-state of Singapore, and the United States. Following this, the success of teacher preparation in the United States is discussed using case study research of seven exemplary university/college programs including one Texas university. Finally, recommendations for teacher preparation programs are posited based on Stoll and Fink’s typology of effective schools/programs identifying “moving” and “sinking” strategies and approaches in teacher preparation programs.

Глокалізація Як Сучасний І Перспективний Напрям Розвитку Системи Освіти Вчителів

“…Освіта вчителів є ключовим елементом трансформації суспільства з урахуванням сталих соціальних та екологічних потреб [5]. Динаміку глокалізації в галузі освіти і особливо в освіті вчителів можна досліджувати, порівнюючи структури різних локальних реалізацій глобальних шаблонів (і навпаки).…”

Editorial: Curriculum research and “glocal” potential

“…Within a range of educational fields, ideas relating to glocalisation have been similarly applied to highlight and help make sense of the interplay between global and local educational issues. For example, research that provides international comparisons and is concerned with glocal influences highlights differences and similarities in particular national contexts, how global issues penetrate at the local level, and how context matters in trying to understand educational developments, including curriculum reforms (for example, Hollier, 2018;Lee & Gopinathan, 2012;Luk-Fong, 2005). In examining educational challenges that present at a local level, notions of the glocal, glocalisation, and glocality may help people make sense of problems relating to teaching, learning, learner achievement and experience, in relation to how people relate culturally and cognitively to one another and to the institutions they inhabit in times of change (Sarroub, 2008).…”