Internationalization
of teacher education
Teachers and teacher education are high on
the agendas of international initiatives, efforts at international cooperation,
and national policy-makers alike. Many of the projects and programmes that aim
at educational development and reform borrow successful policies or standards
from other countries and teachers often receive further foreign-funded training
or undergo training in a foreign country. However, both practical experience
and evidence in the literature suggest that implementing sustainable processes
for teacher training can be difficult, especially as programmes often fail to
sufficiently acknowledge the diversity of local policy and teaching contexts. This
focuses on specific cases in the internationalization of teacher education,
discussing trends in several countries and the role that international actors
and discourses play in teacher education policies and practices.
Socio-Cultural
Diversity through the Curriculum
A curriculum that addresses diversity meets the diverse
needs of ALL learners. Socio-cultural diversity in this context includes
ethnicity, race, religion, values and beliefs, nationality, cultural
background, age, gender, class, physical ability, different learning conditions
and styles, sexual orientation, and other dimensions that make up the identity
of the individual student and affect his or her learning experience. The goal
is for participants to become aware of and learn about different educational
contexts, issues and discuss different approaches and strategies to address
socio-cultural diversity through curriculum around the world.
Preparing
teachers for inclusive education
One of the main challenges for teacher
education is posed by the demands of inclusive education but little attention
has been paid to this important topic. Global disparities in educational
provision, and differences in teacher education and teacher qualifications
within and between countries, exacerbate inequality in educational opportunity.
While the form and structure of teacher education may vary from one country to
another, some common issues and challenges in providing a good quality basic
education for all remain largely unaddressed. This article focuses on theoretical
issues of curriculum, assessment, and teaching, and on issues of teacher
professional learning. They explore how theoretical concepts associated with
the development of inclusive practice are being addressed in different world
regions. The issue will be of particular relevance to teachers, teacher
educators, and policy makers around the world, as the role, value, and
relevance of teacher education is being questioned, not only in terms of
teachers’ professional preparation, but also because of questions about
educational outcomes for students and the extent to which teachers are able to
meet the needs of all learners.
References
Internationalization of teacher
education (Prospects #161). http://www.ibe.unesco.org/en/global- news-archive/single-news/news/internationalization-of-teacher-education-prospects- 161/106.html
Addressing Socio-Cultural
Diversity through the Curriculum (e-Forum 2011). http://www.ibe.unesco.org/en/global-news-archive/single-news/news/addressing-socio- cultural-diversity-through-the-curriculum-e-forum-2011/3475.html
Preparing teachers for
inclusive education (Prospects #159). http://www.ibe.unesco.org/en/global-news-archive/single-news/news/preparing-teachers- for-inclusive-education-prospects-159/3571.html
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