Abstract
This chapter focuses on the challenges and possibilities of teacher education reforms, setting these against the backdrop of current developments in processes of teacher governance and accountability, and curriculum reform of basic education as well as broader political economy dynamics. A particular strength of the analysis is its rootedness in the views and perspectives of a range of stakeholders in Yangon and Mon State including teachers, teacher educators and state officials as well as concrete case studies of interventions and initiatives that highlight key issues. These include the challenges of teacher education reform; the diversity of approaches by local and international agencies; the different positioning of teachers within the formal and ethnic systems of education provision; the constraints and possibilities of addressing issues related to peacebuilding; and the dangers of an uncritical and decontextualized deployment of international models of teacher accountability and pedagogy.
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Higgins, S., Paul, N.T.K. (2019). Navigating Teacher Education Reform: Priorities, Possibilities and Pitfalls. In: Lopes Cardozo, M., Maber, E. (eds) Sustainable Peacebuilding and Social Justice in Times of Transition. Springer, Cham. https://doi.org/10.1007/978-3-319-93812-7_7
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