Conceptualizing Teacher Education in Comparative and International Context

Untitled

“…To understand the factors influencing the context of education, the conceptual part of the teacher education program must incorporate practicum in the preparation of student teachers (Tuli & File, 2010). Weidman et al (2014) drew a conceptual framework based on probable interrelationships among the critical components of the national context that combine in different ways to establish the country's teacher education system. Even though teacher education in each country is traditionally and locally shaped to a large extent, it is also essential to internationalize it (Leutwyler et al, 2017).…”

1. «Alle burde hatt ein forskarskule»

“…The OECD's Programme for International Student Assessment (PISA) is one of the most prominent large-scale assessments that has had a significant influence within the context of education policy developments worldwide. By correlating student achievement to the quality of teachers and teaching, PISA and other international comparative studies brought teachers to the forefront of the global education policy agenda (Darling-Hammond, 2017;Tatto, 2007;Weidman, Jacob, & Casebeer, 2014) and many countries have striven to reform their teacher education systems in order to improve student performance (Murray, Swennen, & Kosnin, 2019;Tatto & Menter, 2019). This global reform wave is characterized by standardization, posing several challenges to teacher education, including the "primacy of policy" in terms of the politicization of teacher education and a new focus on the value and usefulness of teacher education (Trippestad, Swennen, & Werler, 2017, p. 9).…”

Introduction to the Special Issue: International Approaches in Teacher Education

“…Through reports from Organisation for Economic Co-operation and Development (OECD), and the Programme for International Student Assessment (PISA) we are able to access data and research that drive international comparison and exploration. Much of the success of countries with high achievement stems from the quality of teaching and teacher education in those contexts (Weidman, James Jacob, & Casebeer, 2014). Ingersoll et al (2007) found that this student achievement derives from the value placed in different countries on teaching careers, with starting salary, competition for seats in teacher education programs, and working conditions accounting for those differentials.…”