Policy, Governance, and Quality in Teacher Education Systems: Four Cases

Session Type: Symposium

Abstract

Reform processes are under way in most teacher education systems around the world. We see teacher education going through major transitions (Darling-Hammond and Lieberman, 2012; Townsend, 2011). It is widely believed that these reforms are driven by neoliberal education policies that are broadly consistent across the 'advanced' world (Sahlberg, 2011). However each nation state also demonstrates distinctive interpretations and manifestations of these general tendencies which exemplify vernacular forms of globalisation (Rizvi and Lingard, 2010).
This symposium will consider similarities and differences in four different geographical settings: the USA, England, Australia and Norway in order to provide deeper insights into these interaction between global and national influences on teacher education policy.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 10: Teaching and Teacher Education Policy and Research

Chair

• Ian Menter, University of Oxford

Papers

• Teacher Education and Policy Reform in Australia: Using and Connecting Research to Shape Public Education Debates - Simone Jane White, Monash University

• Teacher Education in England: Competing Conceptions and Unresolved Tensions - Katharine Burn, University of Oxford; Ian Menter, University of Oxford; Trevor Mutton, University of Oxford

• Recent Developments in Norwegian Teacher Education - Kari Smith, Norwegian University of Science and Technology

• Teacher Education Reform in the United States: Where's the Field Turning? - Marilyn Cochran-Smith, Boston College

Discussant

• Pasi Sahlberg, Harvard University