The Need of Global Understanding and Context in Teacher Education

• In Event: Teacher Development and Efficacy in Inclusive and Special Education, Paper Session 7

Abstract

This study proposes that there is a potential lack of international and global context in U.S. teacher education research through critical literature review and content analysis. Current research based on teacher quality, professional development, and teacher education programs have had a U.S. focus; however, the articles have made assumptions and used language that presumes a universality. A question this study poses from this observation is the following: what are we missing in teacher education by having a U.S.-focused lens in the teacher education literature?

Author

• Huanshu Yuan, Marshall University