UID:
almafu_9959051769102883
Format:
1 online resource :
,
11 figures
ISBN:
9781442619999
Content:
Teacher Education in a Transnational World brings 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 World offers a genuinely international interdisciplinary examination of the challenges and opportunities associated with teacher education in the twenty-first century.
Note:
Frontmatter --
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Contents --
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Figures and Tables --
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Introduction: Emerging Critical Issues in Teacher Education in a Globalizing and Transnational World --
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FOCAL POINT 1 --
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Socio-Political, Cultural, and Intellectual Spaces Where Teacher Education Is Located: A Historical, Sociological, and Philosophical Approach --
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1. Globalization, Higher Education, and Teacher Education: A Sociological Approach /
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2. Theorizing Globalization: Rival Philosophical Schools of Thought /
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3. To Serve and Yet Be Free: Historical Configurations and the Insertions of Faculties of Education in Ontario /
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4. Cosmopolitanism, Patriotism, and Ecology /
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FOCAL POINT 2 --
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Paradigmatic Changes in Teacher Education --
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5. From the Sacred Nation to the Unified Globe: Changing Leitmotifs in Teacher Training in the Western World, 1870–2010 /
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6. Transnationalization of Teacher Education: A New Paradigm for Ontario? /
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7. Paradigmatic Changes in Teacher Education: The Perils, Pitfalls, and Unrealized Promise of the Reflective Practitioner /
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8. Ubiquitous Learning and the Future of Teaching /
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FOCAL POINT 3 --
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Aboriginal Education in a Globalizing Context --
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9. Autochthonous Ed: Deep, Indigenous, Environmental Learning /
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10. Exploring Teacher Education Programs and Policies in Chilean Universities and Their Commitment to Intercultural Acknowledgment /
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11. Indigenous Spaces in Contemporary Learning Institutions: Theoretical and Methodological Frameworks in Approaching Māori Education /
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FOCAL POINT 4 --
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The European Setting: Erasmus, Bologna, and the European Higher Education Area --
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12. The European Program Erasmus on Mobility and Its Impact on the European Dimension of Higher Education /
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13. Harmonizing the Disparate? Bologna’s Implementation in Secondary Teachers’ Education in Germany and Spain /
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14. The Bologna Process and Teacher Education Reforms in Eastern Europe: The Changing Policy Terrain in Ukraine /
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15. Transnationalization of Higher Education Teaching and Learning at European Universities: Rethinking the Way to Wisdom /
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16. Guilded Youth? The Returns of Practical Education /
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FOCAL POINT 5 --
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Transnationalization and State Policies --
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17. Teacher Education Policies in Chile: From Invitation to Prescription /
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18. Internationalization in Canadian Higher Education: The Ontario Experience /
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Conclusion: A Reflection on Contemporary Understandings and Future Directions of Teacher Education in a Transnational World /
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Bibliography --
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Contributors --
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Index
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In English.
Language:
English
DOI:
10.3138/9781442619999
URL:
https://doi.org/10.3138/9781442619999
URL:
https://doi.org/10.3138/9781442619999
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