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Alternative Framing of Teacher Education: A Challenge for Teacher Education in an Age of Globalization

  • Lynn PaineEmail author
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Part of the New Frontiers of Educational Research book series (NFER)

Abstract

Much of the current discourse of teaching makes explicit reference to globalization. Whether framed as needing teaching to prepare students for a global economy or introduced in terms of how teaching can be improved by learning from the policies and practices of teaching elsewhere, “global” discourses powerfully shape how teaching is currently discussed. This is true in the global north as well as the global south. This is true in a country like the US—proud of its unique history and its often defiant and “exceptional” position—and in a larger regional entity like the EU. These arguments understandably have seeped their way into conversation about the purpose and practice of teacher education. Today new expectations of accountability, shared frequently across borders, and the international rise of market-driven notions about teacher quality and value are influential challenges to conventions of teacher education in many countries. In this chapter, while acknowledging the importance of these phenomena, I explore their consequences and an alternative way to envision how globalization might affect teacher education. In particular, I examine the marginalizing of voices of teacher educators in global discussions of teacher education and invite teacher educators to frame globalization’s imperatives in social and cultural rather than entirely economic terms.

Keywords

Teacher Education Teacher Preparation Teacher Preparation Program Initial Teacher Education Global North 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.Michigan State UniversityEast LansingUSA

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