Perspectives and Practices of Teacher Education in Kenya in a Globalized World

Abstract

Although definitions of globalization as a multifaceted phenomenon continue to evolve due to its complex nature, operational implications that have lent themselves for empirical investigation have drawn the interest of scholars, researchers and policymakers in all spheres of life, including education. In particular, its political, socio-cultural, economic and technological manifestations have had some important implications for the various dimensions of teacher education, its concept, practice, policy and research. There is a growing body of theoretical and empirical literature that documents confluences and divergences in global scholarly discourses on the influence and impacts of globalization on teacher education (Paine et al. in Globalization and teacher education 2017; Canli and Hasan Demirtas in J Educ Training Stud 1:80–95 2018; de Guzman et al. in Educ Res Policy Pract 4:65–82 2005; etc.). This chapter presents perspectives and experiences of globalization on teacher education in Kenya from a review of educational policies, reflections of scholars in teacher education as well as from field officers in teacher education. The chapter demonstrates the pervasiveness of globalization, its growing influence and the role of teacher education policy and practice as its important agents.