Navigating the Common Good in Teacher Education Policy: Critical and International Perspectives

1. Auflage 2020
ISBN: 978-0-367-44139-5
Verlag: ROUTLEDGE

Buch, Englisch, 248 Seiten, Format (B × H): 137 mm x 213 mm, Gewicht: 408 g

Reihe: Routledge Research in International and Comparative Education

Navigating the Common Good in Teacher Education Policy examines the changing relationships between the state and the common (or public) good. Using teacher education policy as the frame of analysis, the authors examine history, cultural context, and lived experiences in 12 countries and the European Union to explicate which notions of justice, social inclusion and exclusion, and citizenship emerge. By situating teacher education policy within a larger philosophical framework regarding the relationship between the state and conceptions of the "common good," this book analyzes the ideological and political desires of the state---how the state understands the common good, the future of national identity, and to what end schooling is imagined.

Autoren/Hrsg.

Hobbel, Nikola

Bales, Barbara L.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Introduction: Navigating the Common Good in Teacher Education Policy: Critical and International Perspectives Nikola Hobbel & Barbara L. Bales

Chapter 1: Imagining the Good Teacher: The Nation, Teaching, and the Common Good

Nikola Hobbel

Section 1: Tensions in Context: Caught between the State and the Local

Chapter 2: Teacher Education Policies in the United States: Tensions between Local and National Actors for Control of the Common Good

Barbara L. Bales

Chapter 3: Teacher Education, Inc.: Attempts at Privatizing Teacher Preparation Systems in Brazil

Julio Emilio Diniz-Pereira

Chapter 4: Negotiating global and local encounters: 21st-Century Teacher Education Policy Challenges in the Philippines

Vicente Reyes

Chapter 5: Changing Modes of Governance in Australian Teacher Education Policy

Glenn C. Savage

Bob Lingard

SECTION 2: Challenges to the State: Local Agency, Local Resistance

Chapter 6: Complicating the Narrative: Teacher Education Policies in Neoliberal Chile

Andrea Lira

M. Beatriz Fernandez

Chapter 7: School Teachers’ Professionalism and Teacher Training in Japan: From "Teaching Specialists" to "Learning Professionals"

Yuto Kitamura, Takaya Ogisu, & Eri Yamazaki

Chapter 8: The Aseem Community-Based Teacher Training Model: A Response to India’s Failed National Teacher Education Policies

Rita Verma

Chapter 9: The Struggles against Fundamental Pedagogics in South Africa: Towards the Pedagogy of Common Good

Bekisizwe S. Ndimande

SECTION 3: (Re)affirming State Power?

Chapter 10: From Professionalism to Proletarisation: Teacher Education Policy and the Common Good in Turkey

Hüseyin Yolcu

Chapter 11: Kenyan Teacher Education Policy Reforms: A Search for Holistic, Individual, and National Development

Peter Otiato Ojiambo

Chapter 12: EuroVisions in School Policy and the Knowledge Economy:

A genealogy of the transnational turn in European school and teacher education policy

John Benedicto Krejsler

Chapter 13: Teacher Education Policy and Practice in Israel from the Perspective of Those Outside the ‘Common Good’

Ismael Abu-Saad

Chapter 14: Canada’s Trojan Horse: Labor Mobility Legislation Concealing De-regulation and an Attack on Teacher Professionalism and the Common Good

Peter P. Grimmett

Chapter 15: Afterword

Kenneth M. Zeichner

Über Autor(innen)

Nikola Hobbel is Professor of English Education at Humboldt State University, United States.

Barbara L. Bales is Director of Strategic Initiatives and Educational Innovation at the University of Wisconsin System Administration and Associate Professor of Teacher Education at the University of Wisconsin-Milwaukee, United States.