Educational collaboration across borders: the preparation of the Transforming teacher education. Redefined professionals for 21^st century schools report

Abstract

This paper provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21 st century schools undertaken by the International Alliance of Leading Education Institutes. The report is a unique document, neither a series of country studies nor one based on an extensive review of the literature. Rather, it attempted to strongly reflect widely varying contexts and responses in teacher education in Asia, Europe, Brazil, Canada and the USA given key global imperatives. This paper traces the rationale, origin and development of the International Alliance, institutional members, and its objectives. The paper also articulates the distinctive collegial process and key decisions involved in the identification of themes, the different contributions of scholars, and the unique challenges of consolidating the vast amount of information across different contexts, languages and cultures. Finally, four key assertions and a summary of implications for teacher preparation and development will be presented based on the Alliance report.

Participating in an international project on readers’ response to Lord of the Flies: insights into undergraduate students’ responses

“…International collaboration proved to be a source of inspiration and learning for the participants (Tan et al, 2010;Whatley & Bell, 2003) and the students gained a chance to assimilate new knowledge from other parts of the world. A variety of perspectives were made available to these students who otherwise would not have had a chance to familiarize themselves with such views.…”

“…This provides students a space to share their ideas and experiences in a non-threatening setting. Owing to the changing teaching and learning scenario, it is important to introduce collaborative teaching methodologies in the classrooms (Tan, Wong, Fang, & Gopinathan, 2010). Collaborative groups encourage individual participation, taking responsibility, sharing and encouraging to highlight individual abilities and contribution.…”

“…International collaborations in teaching and learning scenarios are becoming increasingly common (Steeples et al, 1996;Tan et al, 2010;Whatley & Bell, 2003), which can be done in the classrooms with peers and also online with counterparts from other geographical locations. Students of literature have also been introduced to modern teaching and learning pedagogies (Sunderman, 1999;Wigger, 2013) like the use of literature circles-student-led, discussion groups-in schools, colleges and universities (Dillon, 2007).…”

Editorial

“…In this way the cross-cultural research reported in her paper extends work also published in JET, so adding to the wide variety of social contexts that are represented in JET's comparative approach to teacher education, which include, amongst many others, Indonesia (Udin and Johnston 2006), Japan (Suzuki 2008), Singapore (Tan et al 2010), South Korea (Seongja 2008), and Turkey (Seferoğlu, 2006). Erika Hepple, based in a different Australian university, also presents a collaborative project involving pre-service student teachers from Hong Kong on a studyabroad programme in Australia.…”

Teacher education futures: today’s trends, tomorrow’s expectations

“…In 2008, the International Alliance of Leading Education Institutes (IA) produced a report on transforming teacher education based on data from Asia, Europe, Brazil, Canada and the USA. The key drivers were identified as the rapid rate of economic integration, technological advances, global competition for talent, continued underachievement (particularly among minorities and marginalised populations), diverse classrooms, and increased expectations from stakeholders (Tan, Wong, Fang, Devi & Gopinathan 2010).…”