Navigating the Common Good in Teacher Education Policy

Critical and International Perspectives

Inbunden, Engelska, 2018

Av Nikola Hobbel, Barbara L. Bales

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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.

Produktinformation

Utgivningsdatum2018-05-02
Mått152 x 229 x 20 mm
Vikt453 g
FormatInbunden
SpråkEngelska
SerieRoutledge Research in International and Comparative Education
Antal sidor238
FörlagTaylor & Francis Inc
ISBN9780815369271

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Introduction: Navigating the Common Good in Teacher Education Policy: Critical and International Perspectives Nikola Hobbel & Barbara L. BalesChapter 1: Imagining the Good Teacher: The Nation, Teaching, and the Common GoodNikola HobbelSection 1: Tensions in Context: Caught between the State and the LocalChapter 2: Teacher Education Policies in the United States: Tensions between Local and National Actors for Control of the Common GoodBarbara L. BalesChapter 3: Teacher Education, Inc.: Attempts at Privatizing Teacher Preparation Systems in BrazilJulio Emilio Diniz-PereiraChapter 4: Negotiating global and local encounters: 21st-Century Teacher Education Policy Challenges in the PhilippinesVicente ReyesChapter 5: Changing Modes of Governance in Australian Teacher Education PolicyGlenn C. SavageBob LingardSECTION 2: Challenges to the State: Local Agency, Local ResistanceChapter 6: Complicating the Narrative: Teacher Education Policies in Neoliberal ChileAndrea LiraM. Beatriz FernandezChapter 7: School Teachers’ Professionalism and Teacher Training in Japan: From "Teaching Specialists" to "Learning Professionals"Yuto Kitamura, Takaya Ogisu, & Eri YamazakiChapter 8: The Aseem Community-Based Teacher Training Model: A Response to India’s Failed National Teacher Education PoliciesRita VermaChapter 9: The Struggles against Fundamental Pedagogics in South Africa: Towards the Pedagogy of Common GoodBekisizwe S. NdimandeSECTION 3: (Re)affirming State Power?Chapter 10: From Professionalism to Proletarisation: Teacher Education Policy and the Common Good in TurkeyHüseyin YolcuChapter 11: Kenyan Teacher Education Policy Reforms: A Search for Holistic, Individual, and National DevelopmentPeter Otiato OjiamboChapter 12: EuroVisions in School Policy and the Knowledge Economy:A genealogy of the transnational turn in European school and teacher education policy John Benedicto KrejslerChapter 13: Teacher Education Policy and Practice in Israel from the Perspective of Those Outside the ‘Common Good’Ismael Abu-SaadChapter 14: Canada’s Trojan Horse: Labor Mobility Legislation Concealing De-regulation and an Attack on Teacher Professionalism and the Common GoodPeter P. GrimmettChapter 15: AfterwordKenneth M. Zeichner