To this point in time, teacher education has been approached in
mostly insular ways because it is largely driven by state and
national education policies. However, the spread of the global
economy and the increased stature of international comparison tests
(i.e., TIMSS) has changed all that. All countries in the world
understand that education is vital to human and economic prosperity
and that teacher education unavoidably is implicated. But the snag
is this: political forces shaping public opinion in individual
nations (particularly the U.S.) are deeply divided concerning how
teacher education should proceed. This book acknowledges this
Achilles heel tension, but does not become weighed down by it.
Instead, it focuses on 'the practical' (Schwab, 1969), matters that
have been locally deliberated and enacted. Pedagogies are named,
origins (cultural/practical/theoretical/policy roots) are traced
and a live example of the pedagogy unfurling in the local setting
is presented from an insider-view. After that, the conditions
necessary for the pedagogy to be transported successfully to
another international location are discussed.
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