The rise and fall of comparative education in teacher training; should it rise again as comparative pedagogy?

Planel, Claire

doi:10.1080/03057920701467867

Cited by 17 publications

(12 citation statements)

References 18 publications

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“…Previous research in different educational contexts provides evidence that incorporating aspects of CIE in initial teacher education would enhance teacher performance (i.e. O’Sullivan et al, 2008; Wilson, 2005), and that comparative pedagogy would help not only in preparing teachers to respond to diversity in multicultural classrooms, but also developing a critical perspective on their learning and teaching practices (Planel, 2008).…”

Section: Cie and Teacher Educationmentioning

confidence: 99%

“…The literature indicates that there is a decline of comparative education in initial teacher education. This decline is not confined to developing countries such as Kuwait but can also be found in Western countries such as the UK and US (Kelly et al, 1982; O’Sullivan et al, 2008; Planel, 2008; Tikly and Crossley, 2001; Watson, 1982). Watson (1982) has reported a decline in taught courses in comparative education in English higher education institutes, and Wilson (2005) claims that out of some 140 initial teacher training providers in England only about a dozen included CIE. One reason for this historic decline goes back to the increasing national and inward-looking focus for educational studies in systems of education (Tikly and Crossley, 2001).…”

Section: A Theoretical Framework For Teaching Ciementioning

confidence: 99%

“…It is argued that it is the contemporary challenge to the national focus of educational systems brought by globalization that requires a fundamental reappraisal of the nature and role of comparative and international education (CIE) teaching (Tikly and Crossley, 2001). The imperatives of this situation require that teacher colleges should reconsider the potential of comparative education as an intrinsic part of their programmes to help to face these challenges (Planel, 2008). This is asserted by the United Nations which highlights that:Institutions of teacher education fulfil vital roles in the global education community; they have the potential to bring changes within educational systems that will shape the knowledge and skills of future generations.…”

Section: Introductionmentioning

confidence: 99%

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From pedagogical isolationism to internationalism: A challenge for Kuwaiti teachers’ colleges

Alshebou

2018

Research in Comparative and International Education

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This paper addresses the theme of internationalism in Kuwaiti teachers’ colleges. The main argument of this paper is that dimensions of comparative and international education (CIE) receive little attention in initial teacher programmes. To this end, the study examines first the importance of holding international pedagogy in a time of globalization. Second, it investigates the current context of CIE as a course subject in initial teacher education programmes in Kuwait, and finally, it identifies the opportunity and possibility of integrating international and comparative perspectives in these programmes. The study upon which this paper is based utilizes both document and content analysis. The findings reveal some difficulties, challenges, and concerns related to the context of CIE and the process of incorporating it into initial teacher programmes. Based on this, some suggestions are made with particular reference to the Kuwaiti context.

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Section: Cie and Teacher Educationmentioning

confidence: 99%

Section: A Theoretical Framework For Teaching Ciementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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From pedagogical isolationism to internationalism: A challenge for Kuwaiti teachers’ colleges

Alshebou

2018

Research in Comparative and International Education

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“…But comparison of pedagogy can also bring improved understanding of the broad relations between teachers, practices and pupil experiences (the relation of the how and what of teaching to what is learnt) and the wider social, cultural and historical contexts in which they are embedded (including the process by which competing influences affect teaching and the student experience). A greater understanding of such relations can inform policy development in teacher education (Planel, 2008) and development and support teachers and trainee teachers in enhancing their work with pupils in areas such as tackling pupil underachievement. And it can also inform an understanding of policy implementation and the policy cycle (Ball & Bowe, 1992).…”

Section: A Rationale For Comparative Pedagogymentioning

confidence: 99%

Comparative Pedagogy: Making Sense of Cultural Complexity

Kelly

2013

Research in Comparative and International Education

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One challenge for comparative research is providing a convincing and comprehensive account of how social and political value positions translate into situated acts of teaching; or bringing values and practice together to allow teaching embedded in one context to be compared with teaching embedded in another so as to better inform educationalists and policy makers. This can be done through a focus on and comparison of pedagogy. Following a theorisation of pedagogy, this article discusses methodological approaches which allow researchers to identify patterns in complex social practice in order to make comparisons across contexts. Such approaches allow implications to be drawn with some confidence without losing the richness and messiness of real life. The approaches suggested attempt to be relatively straightforward to avoid hindering comparison by adding further to an already contextually complex picture. Comparing Pedagogy Comparing Teachers and Teaching Increasingly, education policy making in many countries is underpinned by a shared assumption (Adams, 2008); teaching is treated as if it is in a linear and causal relation with student performance, and good teaching is often reduced to 'what works' in improving student test scores (for example, in Denmark [Ministeriet for Børn og Undervisning, 2010]; in England [DfES, 2003, 2005]; in Germany [Döbert et al, 2004]). One consequence of this view has been that for several years national governments have looked to countries deemed more successful than theirs to identify promising teaching approaches which they have then torn from their discursive contexts. But international surveys of student achievement (such as Robitaille & Taylor, 1997; OECD, 2007), and research which makes simple comparisons between countries on the basis of these comparisons in order to 'borrow' effective policy (

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“…In an era when students, teachers, teacher educators, and other educational interest groups from different cultures come together, comparative research can provide an understanding of how culture affects our teaching and learning practices (Planel 2008). In the teaching profession, however, the degree and nature of decentralisation of education systems will effect the development of teachers' professional competence.…”

Section: Introductionmentioning

confidence: 99%

The foreign language teaching profession in Finnish and Japanese society: a sociocultural comparison

Sarja

Nyman

Ito

et al. 2016

Pedagogy, Culture & Society

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Kentän koodi muuttunut 2 The social basis of a teaching profession is created through behavioural and cultural patterns, specific artefacts, and their connection to certain institutional practices. The purpose of this study is to discover the conditions that structure the teaching profession in one cultural context and to find out what it is to be a foreign language teacher in Finland and Japan. Both countries have high educational equality but with contrasting patterns of management policies that are manifested in their teacher education curricula. Educational policy documents as well as teacher interviews and classroom observations were conducted in both countries and the findings compared by one Japanese and three Finnish researchers. The research themes are as follows: the foreign language teaching profession, teacher education paradigms, teachers' professional development, and pedagogical orientation in teaching. The results show that the cultural context and its strong implications for the teaching profession are prominent in both cultures.

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The rise and fall of comparative education in teacher training; should it rise again as comparative pedagogy?

Cited by 17 publications

References 18 publications

From pedagogical isolationism to internationalism: A challenge for Kuwaiti teachers’ colleges

From pedagogical isolationism to internationalism: A challenge for Kuwaiti teachers’ colleges

Comparative Pedagogy: Making Sense of Cultural Complexity

The foreign language teaching profession in Finnish and Japanese society: a sociocultural comparison

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