The Role of Policy as a Shaping
                        Influence on Teacher Education and Teacher Educators: Neo-Liberalism and its
                            Forms

valos, Beatrice; Razquin, Paula

doi:10.4135/9781526402042.n64

Cited by 2 publications

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“…e evolutionary path of teacher education between the earlynineteenth and mid-twentieth centuries, from lowly normal schools to a more elevated status in teachers' colleges and universities, has meant that although 15 per cent of education systems continue to prepare teachers at secondary level, most countries now do so at universities and other tertiary institutions (Labaree, 2008;Ávalos and Razquin, 2017;Ávalos and Reyes, 2020). e basis for this progress has been increased understanding that teaching is a profession requiring solid knowledge and a practical base together with motivation and commitment.…”

Section: Essence and Placementioning

confidence: 99%

The teaching profession in context: issues for policy and practice around the world

Ávalos¹,

Gupta²,

LaDousa³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T his chapter reviews current debates concerning teachers and the teaching profession from a global perspective. It draws on related research on teachers' professionalism and agency, as well as on the contribution of initial teacher education and in-service professional development to identity, motivation and the quality of teachers' work. The analysis also considers various political contexts and how these a ect the enactment of teacher professionalism. Among the major issues identi ed is the impact of a widely prevalent and narrow emphasis on standards-based teacher accountability on teachers' lives, well-being and work. Also highlighted are the strenuous working conditions faced by teachers in countries as diverse as India, South Africa and England. Critiquing a widespread trend towards 'deprofessionalizing' teaching, the chapter stresses the importance to teachers of collaborative professionalism. Of immediate relevance to the context in which this report was drafted is the discussion of cross-cutting issues arising from the impact of COVID-19 on teachers' work and wellbeing. Special attention is given to the debates, intensi ed by the pandemic, surrounding the role of technology in teaching, and questions this raises concerning the resourcing of schools, equitable provision, preparation of teachers and our fundamental assumptions regarding the nature and purpose of teaching as a profession.

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Section: Essence and Placementioning

confidence: 99%

The teaching profession in context: issues for policy and practice around the world

Ávalos¹,

Gupta²,

LaDousa³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

View full text Add to dashboard Cite

show abstract

“…While democracy is under pressure across the globe (EIU, 2021;Freedom House, 2021), the democratic role of education is not a given, even in established democracies (Ávalos & Razquin, 2017;Edling & Simmie, 2020). Democracy itself is a concept with contested meanings, and there is no consensus on what a democratic education entails, nor on the precise aims of such an education.…”

Section: Introductionmentioning

confidence: 99%

Discourses of democratic education in the preparation of teachers for international contexts

Helland¹

2023

NJCIE

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This article offers a critical and comparative view of democratic education as expressed in curriculum documents of ten teacher education programmes aimed at educating teachers for international contexts. Democracy and democratic education are concepts with contested meanings, and I use the discourses of democratic education identified by Sant (2019) as an analytical tool for mapping the understandings or approaches present in the documents. Intercultural competence, global citizenship, and International Mindedness are contested and overlapping concepts which intersect with these democratic discourses. The tension between a neoliberal discourse and a traditional focus on international-mindedness and global citizenship is often described as characteristic of international schools. The “internationalist” ethos dominates course descriptions and learning objectives. While several discourses of democratic education are present, the focus is mainly individual and geared towards intercultural understanding rather than democratic competences. The idea of the student as a citizen beyond the limits of the classroom walls is not very visible, nor are concepts of power and privilege.

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The Role of Policy as a Shaping Influence on Teacher Education and Teacher Educators: Neo-Liberalism and its Forms

Cited by 2 publications

References 0 publications

The teaching profession in context: issues for policy and practice around the world

The teaching profession in context: issues for policy and practice around the world

Discourses of democratic education in the preparation of teachers for international contexts

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