Teacher education in a global context: towards a defensible theory of teacher education

Bates, Richard

doi:10.1080/02607470802401388

Cited by 51 publications

(55 citation statements)

References 33 publications

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“…As a consequence it is a centralised system in which, due to the speed of its introduction, concepts are not always clearly articulated or understood. This appears to lead to the classic dilemma in which the demands of globalisation and technical and economic innovation conflict with social and cultural conservation (Bates 2008;Suzuki 2008). In Cambodia, as elsewhere, economic development is sometimes at odds with cultural maintenance.…”

Section: C) Cultural Relevancementioning

confidence: 99%

Dilemmas in Development Raised by a Teacher Training Project in Cambodia

Gravelle¹

2012

Compass

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The Cambodian Basic Education and Teacher Training Project (BETT) funded by the Belgian Technical Cooperation (BTC) programme and jointly implemented by BTC and the Cambodian Ministry of Education, Youth and Sport (MoEYS) includes an Early Literacy Programme (ELP). Being involved, as a consultant, in this development project has raised a number of issues, many of which are common to all such projects and some of which are specific to teacher training.

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Section: C) Cultural Relevancementioning

confidence: 99%

Dilemmas in Development Raised by a Teacher Training Project in Cambodia

Gravelle¹

2012

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“…When the literature is reviewed, measuring global citizenship level of teacher candidates (Engin and Sarsar, 2015), the qualities and standards of programs training global citizen teachers (Aktaş et al, 2017;Bates, 2008;Calle Díaz, 2017;Myers, 2006;Wang and Hoffman, 2016), knowledge and perspectives of teacher candidates regarding the concept of global citizenship (Horsley et al, 2005) are the topics studied in this area. Although in a limited scope, giving teacher candidates global citizenship training (Estellés and Romero, 2016) is another studied topic.…”

Section: Global Citizenship and Training Of Teacher Candidatesmentioning

confidence: 99%

Global citizenship training program for teacher candidates

Göğebakan-Yıldız¹

2018

Educ. Res. Rev.

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The purpose of this study is to evaluate the effectiveness of Global Citizenship Training Program (GCTP) prepared for teacher candidates. The training program lasted for 13 sessions and 32 volunteering Turkish teacher candidates participated in the program. The mixed method was utilized for this study. The pre-test and post-test scores of teacher candidates from "Global Citizenship Competency Perception Scale" (GCCPS) and "The Respect of Differences Scale" (RDS) make up the quantitative part of the study, while participant diaries and evaluation forms consisting open-ended items make up the qualitative part of the study. The results of the study reveal that GCTP has positive effects on teacher candidates' global citizenship competency perception and level of respect for differences. The diaries also show that the training enabled teacher candidates: to deepen their knowledge of global citizenship, to make a detailed analysis and inquire various issues like multiculturalism, women, children and handicapped individuals' rights, to develop their global citizenship competencies, to face their own bias and change their perspectives. Also, they expressed that the activities and materials used in the training were effective. Film activities, script writing and creative drama are identified as the most enjoyed activities by teacher candidates.

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“…37 Bates states that the new high-quality teacher is expected to deliver desired outcomes within regimes of testing, governance and accountability. 38 However, changes perceived in the teaching situation and the lifeworld of schools seem to be poorly responded to in the global making of high-quality teachers.…”

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confidence: 99%

From globalist to cosmopolitan learning: on the reflexive modernization of teacher education

Rönnström¹

2013

Ethics & Global Politics

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In this article, I discuss teacher education reform and the work of teachers in light of globalization and reflexive modernization. Increasing globalization has meant changed conditions for national education traditionally geared toward nation building and to the nationalizing of lifeworlds. It is assumed that the global economy has made knowledge and lifelong learning essential to economic growth, and governments have considered their citizens, teachers, and schools to be poorly trained for the demands of knowledge economies. Consequently, nation-states have invested massively in teacher education because of the vital role effective high-quality teachers are expected to play in preparation for working on global markets and for the competitive edge of nations. However, recent teacher education reform can be criticized for a one-sided orientation toward principles of economic growth, effectiveness, and competitiveness at the expense of other important educational aims, such as the development of reflective and communicative capacities and education for cosmopolitan citizenship. Moreover, recent teacher education reform in various nation-states seems to neglect how processes of reflexive modernization profoundly change schools, society, and the teaching situation, and undermine the principles that marked earlier phases of nation-centered modernization. I discuss teacher education and the work of teachers as reflexive modern practices and phenomena within the framework of critical social theory, and I mainly use Ulrich Beck's theory of reflexive modernization. I argue that increased reflexivity, institutionalized individualization, and cosmopolitization constitute reasons for the re-contextualization of teacher education away from the uncritical influence of the primacy of the economy, instrumental rationalization, and other principles of modernization that are now running dry. In the final part, I discuss the importance of moving from a mainly economically oriented, globalist view of learning to a multidimensional, cosmopolitan view of learning in teacher education and education in general.

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Teacher education in a global context: towards a defensible theory of teacher education

Cited by 51 publications

References 33 publications

Dilemmas in Development Raised by a Teacher Training Project in Cambodia

Dilemmas in Development Raised by a Teacher Training Project in Cambodia

Global citizenship training program for teacher candidates

From globalist to cosmopolitan learning: on the reflexive modernization of teacher education

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