Teacher Education Intersecting Comparative and International Education

Florin D. Salajan is Associate Professor in the School of Education at North Dakota State University, Fargo, USA. tavis d. jules is Associate Professor of Cultural and Educational Policy Studies at Loyola University Chicago, USA. Charl Wolhuter is Professor of Comparative and International Education at North-West University, South Africa.

• Part I: Introduction1. Teacher Education in an Evolving and Shifting Balance with Comparative and International Education, Florin D. Salajan (North Dakota State University, USA), tavis d. jules (Loyola University Chicago, USA) and Charl C. Wolhuter (North-West University, South Africa)Part II. Reframing and Reconceptualizing Teacher Education Scholarship in CIE2. Developing a Critical Realist Analytical Approach to Trace Teacher Educators’ Agency in Comparative and International Education, Yenny Hinostroza-Paredes (University of Helsinki, Finland)3. Political Theater in Russia and the United States: A Novel Analytical Lens for Teacher Education Reform in Comparative and International Education, Elena Aydarova (Auburn University, USA)4. Constructing Meanings of Equity and Social Justice: Critical Discourse Analysis in Comparative International Teacher Education Research, Crystal Green (University of California Los Angeles, USA)5. Rethinking School-University-Community Partnerships Towards a Third Space Framework in Comparative Research on Teacher Preparation, Yiting Chu (University of Louisiana Monroe, USA)6. Comparative Tensions and Possibilities in the European Teacher Education Assemblage(s), Florin D. Salajan (North Dakota State University, USA)Part III: Internationalization and Global Currents in Teacher Education7. Internationalization of Philippine Teacher Education: The Role of Comparative and International Education, Roger Y. Chao Jr. (Division of Education, Youth and Sports, ASEAN Secretariat) and Lorraine Pe Symaco (College of Education Zhejiang University, China)8. Internationalization of Inclusive Education: How Have Social Justice and Equity Movements Impacted Teacher Education?, Keita Rone Wilson (University of Louisiana at Lafayette, USA) and Jacqueline Lubin (University of Hartford, USA)9. Teaching in a Global Era: Two Cases of Teacher Professional Learning Programs for Global Citizenship Education in the United States and South Korea, Yuqing Hou and Deborah Shin (University of California, Los Angeles, USA)10. Regional Educational Politics: Navigating a Neoliberal Construction of Teacher Education in the Caribbean, tavis d. jules and Richard Arnold (Loyola University Chicago, USA)11. A Case Study on Student-Teacher Professional Identity Construction During the Education Practicum in a Normal University in China, Jingxin Cheng, Xiaodi Li, Ming Yi (University of Missouri-St. Louis, USA)Part IV: Social Issues in Teacher Education in Global Times of Crisis12. Social Issues are the Syllabus: Worldwide Teacher Education in Changing Times, Jordi Castellví Mata (Universidad Internacional de la Rioja, Spain), Gustavo A. González Valencia (Universitat Autònoma de Barcelona, Spain) and Antoni Santisteban Fernández (Universitat Autònoma de Barcelona, Spain)13. Tunisian Teacher Education and COVID-19: Expecting the Unexpected, Richard Arnold (Loyola University Chicago, USA), tavis d. jules (Loyola University Chicago, USA), Imen Hentati and Donia Smaali Bouhlila14. Teacher Education in Argentina and other Latin American Countries in the COVID-19 Pandemic: A Comparative Study of State and Corporations´ Policies on Digital Technologies, Mónica Pini and Claudia Terzian (Universidad Nacional de San Martin, Argentina)15. Shaping Comparative Education Inquiry amidst Myanmar’s Protracted Emergency: Learning from Teacher Education Designed for Disruption, Greg Tyrosvoutis (University of Toronto, Canada) and W. Gray Reinhart (Mote Oo Education, Myanmar)List of ContributorsIndex

This collection critically examines how comparative and international education can foster a much-needed reimagined teacher education. In an era where demand for equity and justice is paramount, this book offers a valuable amalgam of research and practice to support a more prominent role for a localized globalism in teacher education.