What Ails Teacher Change in Initial Teacher Education? Cross-Country Perspectives From India and Portugal

• In Event: 81.021 - Cultivating Change and Innovation in Teacher Education

Abstract

This paper examines how teacher education is implicated in the persisting paradox seen in education, namely, the largely unchanging teacher practice in a world where strong winds of change require them to change. Although the problem of learning and change in the education organized for teachers has a resonance internationally, the dynamics by which it is played out is situational and differs from one country to another. We undertake a qualitative and comparative analysis of initial teacher education in India and Portugal within the context of the recent restructuring that took place there to deepen our reciprocal understanding of what ails or facilitates teacher change. Our findings are offered as contributions to the larger dialogue on teacher learning and change.

Authors

• Tara Ratnam, Independent Teacher Educator

• Maria A. Flores, Minho University, Portugal