Policy, Teacher Education, and Covid-19: An International “Crisis” in Four Settings

Enhancing the Value of Teacher Education Research

“…There are already multiple fascinating examples emerging anecdotally of Erasmus+ Teacher Academies projects engaging in what may be seen as grassroots policy action, with teachers, other stakeholders, and teacher educators getting together to respond to the opportunity from a 'bottom up' (Trippestad et al, 2022) perspective on rethinking and remaking teacher education. As Sabatier (1986, p. 22) has argued, 'Rather than start with a policy decision, these 'bottom-uppers' start(ed) with an analysis of the multitude of actors who interact at the operational (local) level on a particular problem or issue.'…”

صيغ دعم اليونسكو للتعليم في الأزمات واستجابة مصر، واليابان )دراسة مقارنة عبر ثقافية(

“…5 The World Bank ,Pandemic Threatens to Push 72 Million More Children into Learning Poverty-World Bank outlines a New Vision to ensure that every child learns, everywhere , Available at : https://www.worldbank.org/en/news/press-release/2020/12/02/pandemic-threatens-to-push-72million-more-children-into-learning-poverty-world-bank-outlines-new-vision-to-ensure-that-everychild-learns-everywhere , Accessed, Mach 3, 2022 . https://world-education-blog.org/2020/03/24/how-are-countries-addressing-the-covid-19challenges-in-education-a-snapshot-of-policy-measures/ , Accessed ,March3,2022 105…”