Teacher Education in a Transnational World

Teacher Education in a Transnational World

ROSA BRUNO-JOFRÉ
JAMES SCOTT JOHNSTON
Copyright Date: 2014
Pages: 480
https://www.jstor.org/stable/10.3138/j.ctt1287q56
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  • Book Info
    Teacher Education in a Transnational World
    Book Description:

    Teacher Education in a Transnational Worldbrings together specialists from various disciplines and scholars with policy-making and high-level government and administrative experience to discuss the historical, sociological, and philosophical issues associated with teacher education in a global context.

    Edited by Rosa Bruno-Jofré and James Scott Johnston, two leading scholars of the history and philosophy of education, this collection offers both analytical and practical insights into the present and future state of teacher education. Among the topics examined are paradigmatic changes in teacher education, the impact of the Bologna process in Europe, Indigenous education, and state policies in a transnational context.

    With contributors from nine countries on four continents,Teacher Education in a Transnational Worldoffers a genuinely international interdisciplinary examination of the challenges and opportunities associated with teacher education in the twenty-first century.

    eISBN: 978-1-4426-1999-9
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-viii)
  3. List of Figures and Tables
    (pp. ix-2)
  4. Introduction: Emerging Critical Issues in Teacher Education in a Globalizing and Transnational World
    (pp. 3-30)
    ROSA BRUNO-JOFRÉ and JAMES SCOTT JOHNSTON

    The contents of this volume are representative of disparate, yet informed, ways of thinking about teacher education within the current parameters of globalization, differentiated historically from what has gone before by its supranational character. This is clearly expressed in developments such as the impact of the Bologna Accord, the role of the Organization for Economic Cooperation and Development (OECD), international testing such as those undertaken by the Programme for International Student Assessment (PISA), and ranking processes (Dale, 2003). Teacher education programs remain remarkably under-theorized with respect to this context, though there are a few examples to the contrary (Adora-Hoppers, 2000;...

  5. Focal Point 1: Socio-political, Cultural, and Intellectual Spaces Where Teacher Education Is Located:: A Historical, Sociological, and Philosophical Approach
    • 1 Globalization, Higher Education, and Teacher Education: A Sociological Approach
      (pp. 33-53)
      ROGER DALE

      The enormous range and depth covered in this volume is testimony to the richness and spread of the issues raised by a transnationalizing – or as I shall suggest, globalizing¹ – world. What is especially intriguing and original about the book is its focus on teacher education, which sometimes feels like the neglected child of education – unloved by practising teachers, who rarely are strongly supportive of their training; marginalized in the university, where it plays a kind of Cinderella role (though one that is as lacking in a Prince Charming as it is replete with ugly sisters); and frequently...

    • 2 Theorizing Globalization: Rival Philosophical Schools of Thought
      (pp. 54-70)
      JAMES SCOTT JOHNSTON

      Read a manuscript discussing educational theory in light of globalization. Whatphilosophicallenses are you likely to find? If you range back through the past twelve years or so, chances are it will be the same two or three of the many possible lenses extant.¹ These are critical theory and post-structuralism (Burbules & Torres, 2000, p. 13).² More recently, pragmatism has come into vogue (Tan & Whalen-Bridge, 2008). There are obviously alternatives to these, but they seem to be underrepresented, to judge by a (cursory) review of the literature.³ Now, what are we to make of this state of affairs? One might...

    • 3 To Serve and Yet Be Free: Historical Configurations and the Insertions of Faculties of Education in Ontario
      (pp. 71-95)
      ROSA BRUNO-JOFRÉ and JOSH COLE

      This chapter examines the developments that led to the insertion of teacher education into the university in Ontario, and the conditions of possibilities that mediated that process within a broader Canadian and international context. The historical problematic drawn from the two foundings of the Faculty of Education at Queen’s University in Kingston, Ontario (1907 and 1965, opening in 1968), provides the historical thread for this chapter. The first part will address the educational contours of modernity – or rather, modernities – between the end of the nineteenth century and the beginning of the Second World War. It frames this analysis...

    • 4 Cosmopolitanism, Patriotism, and Ecology
      (pp. 96-108)
      NEL NODDINGS

      Cosmopolitanism, the idea of belonging to the whole world rather than one nation, tribe, or locality, is as old as the ancient Greeks, but it has always been overshadowed by the far more exciting idea of national patriotism. There are no uniforms, flags, parades, martial music, public pledges, or mock battles to celebrate cosmopolitanism. In times of peace and prosperity, we admire “cosmopolitans,” highly cultured people who are “at home” anywhere in the world. But in times of national or group trouble, the committed cosmopolitan is likely to be criticized. In such times, “My country right or wrong” becomes the...

  6. Focal Point 2: Paradigmatic Changes in Teacher Education
    • 5 From the Sacred Nation to the Unified Globe: Changing Leitmotifs in Teacher Training in the Western World, 1870–2010
      (pp. 111-131)
      ANNE ROHSTOCK and DANIEL TRÖHLER

      One of the most fundamental and lasting cultural shifts of the eighteenth century was the “educationalization” of the social world. Probably the most significant legacy of this educational turn was the establishment of the modern mass school system, a development connected to the abolishment of the feudal and divided societies of the Age of Absolutism and the rise of the modern nation state around 1800. Nation building and the creation of the modern citizen were viewed to a large extent as an educational project (Tröhler, Popkewitz, & Labaree, 2011) in whose context education as an academic discipline arose (Lagemann, 2000).

      The...

    • 6 Transnationalization of Teacher Education: A New Paradigm for Ontario?
      (pp. 132-157)
      LEROY WHITEHEAD

      In this chapter I will present a reflective, informal assessment of the degree to which concepts and themes of transnationalization are present in the pre-service teacher education program of one faculty of education in the province of Ontario, Canada. The purpose is to assess, in an informal and preliminary way, whether there is potential to move the paradigm of teacher education in Ontario further towards a paradigm of transnationalization. I will use the teacher education program of my own Faculty of Education at Queen’s University in Kingston, Ontario, the one with which I am most familiar, as the focus of...

    • 7 Paradigmatic Changes in Teacher Education: The Perils, Pitfalls, and Unrealized Promise of the “Reflective Practitioner”
      (pp. 158-176)
      TOM RUSSELL

      The major goal of this chapter is to problematize the virtually universal use of phrases such asreflection, reflective practice, andbecoming a reflective practitionerin teacher education generally and in pre-service teacher education in particular. The introduction of these terms is widely and appropriately attributed to Donald Schön, who published three books on the topic. The first wasThe Reflective Practitioner: How Professionals Think in Action, published in 1983. It was followed in 1987 by the second,Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions. The third book is an edited collection...

    • 8 Ubiquitous Learning and the Future of Teaching
      (pp. 177-188)
      NICHOLAS C. BURBULES

      Teacher education in the future will need to address ubiquitous learning: the opportunity for anywhere/anytime access to information, interaction with knowledgeable peers and experts, and structured learning opportunities from a variety of sources. The gulf between formal and informal learning will disappear. Often this learning will be “just in time,” anchored to the needs of an immediate question, problem, or situation. It will put control of when, where, how, and why one is learning more in the hands of the learner, and shift the motivational focus from “learn it now, use it later (maybe)” to “learn it now, use it...

  7. Focal Point 3: Aboriginal Teacher Education in the Globalizing Context
    • 9 Autochthonous Ed: Deep, Indigenous, Environmental Learning
      (pp. 191-207)
      CHRIS BEEMAN

      This chapter is about two broad ideas. The first is a challenge to the way in which the termIndigenousis commonly used nowadays. I make this challenge because of the current popularity of the termIndigenizing educationand my concern over its uncritical adoption. I suggest that its possibly too glib easiness needs to be questioned, and I propose a reorientation of Indigenous education so that it can be not merely a source of pride and a reconnection for many Aboriginal students, but also a bridge between cultures. The second broad idea is the suggestion that Indigenous education, properly...

    • 10 Exploring Teacher Education Programs and Policies in Chilean Universities and Their Commitment to Intercultural Acknowledgment
      (pp. 208-228)
      MARÍA EUGENIA MERINO-DICKINSON

      This chapter studies the degree of incorporation of indigenous cultural knowledge in the curricula of nursery and elementary teacher education programs in Chile. It describes a case study focused on three universities located in the regions of Tarapacá in the north, Valparaiso in the centre, and Araucanía in the south of the country. Curricula, course programs, and professional profiles were analysed together with the voices of the students in these programs. Main findings show that the curricula do not incorporate ancestral knowledge of Chilean indigenous groups (Aymara, Quechua, Pascuense, and Mapuche) that inhabit the regions mentioned above. Furthermore, they neither...

    • 11 Indigenous Spaces in Contemporary Learning Institutions: Theoretical and Methodological Frameworks in Approaching Māori Education
      (pp. 229-246)
      TE TUHI ROBUST

      In this chapter, I discuss the theoretical and methodological issues involved in undertaking a comparative case study of two institutions in two distinct cultural and national contexts – the ancestral meeting houses at the University of Auckland, and the Longhouse at the University of British Columbia (Robust, 2013). As the case study has been undertaken, I will discuss findings in regards to issues of knowledge and methodology in the context of understanding these indigenous spaces. The inclusion ofmarae(Māori ancestral houses) on university campuses in New Zealand has been a significant development since the mid-1980s. This initiative provided indigenous...

  8. Focal Point 4: The European Setting:: Erasmus, Bologna, and the European Higher Education Area
    • 12 The European Program Erasmus on Mobility and Its Impact on the European Dimension of Higher Education
      (pp. 249-263)
      SYLVIANE TOPORKOFF

      From antiquity among the Greeks, masters of rhetoric and philosophy or sophists moved from town to town to dispense their teaching. The origin of the university dates back to the Middle Ages, an era during which higher education would flourish in the great European institutions, each organizing itself around a group of professors and students. The rise of cities coincided with these architects of the mind who organized themselves into corporations. The latter finally gave birth to the university. The universities then attracted thousands of students from all countries of Europe and exchanged masters: Thomas Aquinas, to Paris, Rome, Naples;...

    • 13 Harmonizing the Disparate? Bologna’s Implementation in Secondary Teachers’ Education in Germany and Spain
      (pp. 264-290)
      CARLOS MARTÍNEZ VALLE

      The Bologna Process aimed from its inception at creating a European Higher Education Area – that is, at harmonizing superior education and fostering the mobility of students and the labour force within Europe. It could be construed as a perfect example of the Stanford neoinstitutional conception of globalization. This paradigm maintains the existence of a world-level educational culture and ideology that supports the diffusion or globalization of models or rationalized myths, leading to educational isomorphism across the world. However, multilayered decision instances, new governance, and vagueness or contradictions in the objectives cast doubt upon the achievement of the desired homogenization....

    • 14 The Bologna Process and Teacher Education Reforms in Eastern Europe: The Changing Policy Terrain in Ukraine
      (pp. 291-307)
      BENJAMIN KUTSYURUBA

      The launch of the Bologna Process marked a new era in higher education reforms in Europe. The reorganization, sometimes called “the most profound revolution in European higher education” (McMurtrie, 2006, p. A39), is well under way with the commitment of forty-seven signatory countries across the European continent to create an integrated European Higher Education Area (EHEA). However, there is no uniform pace for countries to implement the proposed changes; while countries with established systems of higher education, such as Italy, Spain, and Germany, are taking a longer time, most of the former Eastern Bloc countries have enthusiastically embraced reforms (Charbonneau,...

    • 15 Transnationalization of Higher Education Teaching and Learning at European Universities: Rethinking the Way to Wisdom
      (pp. 308-326)
      GONZALO JOVER and JOSÉ LUIS GONZÁLEZ GERALDO

      For over a decade, European universities have found themselves immersed in a transnational process of adapting their structures to create the European Higher Education Area (EHEA), also known as the “Bologna Process” because the agreement was formally adopted in Bologna, Italy. It is transnational because it permeates the different national systems, although it is not imposed upon them by any higher authority, nor is it strictly binding (Clement, McAlpine, & Waeytens, 2004). And yet, it has become perhaps the greatest change to European universities since they first appeared, with the creation of thestudium generaleandius ubique docenti(Hunt, 2010),...

    • 16 Guilded Youth? The Returns of Practical Education
      (pp. 327-342)
      ANDREW ROBINSON

      In Breughel’s painting “The Fall of Icarus,” Icarus is seen falling to earth, having flown too near the sun; but the ploughman below him, almost oblivious, continues his work, his efforts focused on preparing patiently for the harvest to come. Icarus was flying high, transgressing borders, from Earth and the heavens, and failed. The foresight, ambition, and skills he invested in his invention – his wings – proved fatally inadequate for the perils ahead. The humble ploughman, however, sticks with his trade and progresses, providing for himself, his family, and his community. Only one Icarus dared (and died), while the...

  9. Focal Point 5: Transnationalization and State Policies
    • 17 Teacher Education Policies in Chile: From Invitation to Prescription
      (pp. 345-366)
      CRISTIÁN COX, LORENA MECKES and MARTÍN BASCOPÉ

      Teacher education in Chile is under a dual pressure to change. As in the rest of the world, institutions and programs are faced with educating prospective teachers who will be capable of responding to the complex demands of the knowledge society and globalization (McKenzie et al., 2005). At the national level, since the mid-1990s, teacher education programs have been struggling to meet the requirements for preparing teachers who will be able to implement the new national curriculum, with its increasingly ambitious learning objectives, and to deliver a quality education to all students in order to advance equity in education (Cox,...

    • 18 Internationalization in Canadian Higher Education: The Ontario Experience
      (pp. 367-389)
      KEN SNOWDON

      Over the past fifteen to twenty years, considerable efforts have been made to begin incorporating internationalization into all facets of academe in Canada: teaching, research, and service (Association of Universities and Colleges of Canada [AUCC], 2007). The emergence of internationalization as a higher-education public policy imperative occurred against a background of major challenges that affected, and continue to affect, the capacity of institutions to realize internationalization aspirations. This chapter will explore one aspect of the internationalization of higher education in a Canadian province, Ontario, with specific reference to the role of government in the public policy arena and the consequent...

  10. Conclusion: A Reflection on Contemporary Understandings and Future Directions of Teacher Education in a Transnational World
    (pp. 390-406)
    YVONNE HÉBERT

    At the very core of this book, teacher education in a transnational world is not only a vital part of education in all its dimensions of knowledge and action, but also a critical part of the development and survival of the world, as we know it today and hope it to be tomorrow. This notion oftransnational education– that is, education within border-crossing programs in institutes of learning – is a powerful one, as it assumes that educators and students alike can cross over or into other nation states, and thus live educational, sociocultural, and linguistic experiences that influence...

  11. Bibliography
    (pp. 407-452)
  12. Contributors
    (pp. 453-458)
  13. Index
    (pp. 459-466)