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Internationalization of teacher education (Prospects #161)

© UNESCO-IBE

(06-06-12)

Guest Editors: Priska Sieber and Carola Mantel

 

Teachers and teacher education are high on the agendas of international initiatives, efforts at international cooperation, and national policy-makers alike. Many of the projects and programmes that aim at educational development and reform borrow successful policies or standards from other countries and teachers often receive further foreign-funded training or undergo training in a foreign country.


However, both practical experience and evidence in the literature suggest that implementing sustainable processes for teacher training can be difficult, especially as programmes often fail to sufficiently acknowledge the diversity of local policy and teaching contexts.


This issue of Prospects focuses on specific cases in the internationalization of teacher education, discussing trends in several countries and the role that international actors and discourses play in teacher education policies and practices.



PROSPECTS is UNESCO-IBE's Quarterly Review of Comparative Education.

 

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