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

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Quality of Teacher Education and Learning

Part of the book series: New Frontiers of Educational Research ((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.

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Notes

  1. 1.

    Bates (2008) and others are persuasive in arguing against the tendency to paint globalization with a single broad-brush stroke and in so doing ignore the variations as well as the resistance and contrapuntal tendencies of local assertion.

  2. 2.

    Despite overall patterns of increased policy rhetoric about the importance of accountability, the recent TEDS-M (Tatto et al. 2012) study found that while many countries have developed a range of quality assurance mechanisms regarding teacher education, at the level of programs and their accreditation, “rigorous procedures … are rare” (p. 52).

  3. 3.

    Anecdotal evidence from China and the US illustrate the closing of faculties of education as part of this larger trend (Zhang, personal communication; Bronner 1997).

  4. 4.

    A noteworthy exception is the landmark IEA TEDS-M study of teacher preparation policies and practices in 17 countries (Tatto et al. 2012). That investigation included careful analysis of curriculum, content, and learning opportunities in teacher education programs for future mathematics teachers.

  5. 5.

    Seating arrangements at the forum placed key stakeholders—policymakers from national ministries and international organizations, “expert” (scholars) and consultants—around the main stage/table, while teachers were sitting on the sides as observers, not central participants (Paine et al. in press).

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Authors and Affiliations

  1. Michigan State University, 620 Farm Lane Rd. Room 517, East Lansing, MI, 48824-1034, USA

    Lynn Paine

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  1. Beijing Normal University, Beijing, China

    Xudong Zhu

  2. Columbia University, New York, USA

    A. Lin Goodwin

  3. Beijing Normal University, Beijing, China

    Huajun Zhang

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Paine, L. (2017). Alternative Framing of Teacher Education: A Challenge for Teacher Education in an Age of Globalization. In: Zhu, X., Goodwin, A., Zhang, H. (eds) Quality of Teacher Education and Learning. New Frontiers of Educational Research. Springer, Singapore. https://doi.org/10.1007/978-981-10-3549-4_6

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