This book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide. It addresses the drawbacks of the massification, standards-based movements and marketisation of universal business that threaten authenticity, innovation and entrepreneurship within teacher education on a global scale. The chapters celebrate the richly described local stories that explore the often tacit political activity that underpins teacher educators’ work. The book highlights the commitment of both teachers and teacher educators to social justice, and human rights and critical consciousness as central to the process of teacher development. Teacher formation, teacher education policies and curriculum development in an era of globalisation, super-diversity and the positioning of Indigenous populations, and national regulation and localisation are topics that are explored in this book.

This book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society; re-examining these notions in an increasingly interconnected global context; re-considering the ways that civic education is researched and practiced; and taking stock of where we are currently through use of an historical understanding of civic education. There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and participatory citizenship, students in social studies classrooms are often found participating in passive tasks (e.g., quiz and test-taking, worksheet completion, listening to lectures) rather than engaging critically with the curriculum. Civic Education for Diverse Citizens in Global Times, directed at students, researchers and practitioners of social studies education, seeks to engage this divide by offering a collection of work that puts practice at the center of research and theory.

This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.

This book discusses the perspectives and practices of teacher education programs in order to shed new light on the national priorities, policies, curriculum inputs, delivery mechanisms, challenges and future trends in 20 selected countries. It examines and compares the complexity of teacher education in international contexts, providing insights into educational change and reform in emerging democracies. Further, it includes cases from various countries that reflect how the profession is moving forward. In order to deepen readers’ understanding of teacher training and the challenges posed by globalization, the book concludes with a discussion of theoretical perspectives applied to teacher education, and with recommendations for new directions. Given its scope, the book is an essential read for teacher educators, students, and researchers working in the field of education.

###############################################################################################################################################################################################################################################################

In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies. A vital new addition to Springer’s series Self-Study of Teacher Education Practices, the volume is divided into three sections assessing the significance of the approach itself, offering detailed subject-relevant case studies, and exploring the nuances and controversies attending the evolution of the methodology. The contributors show how self-study enables reflexivity in pedagogical practice, a notable lacuna in current critical research, and at the same time they make the technique accessible to scholars of physical education wanting a practicable introduction to the subject. The analysis also explores the implications of applying self-study to pedagogy itself, to the curriculum, and to human movement and educational practice more generally. By embracing more organic, emergent notions of research practice and learning, the book achieves a broader and more inclusive survey of pedagogical work in physical education teacher education that fully acknowledges the complexities of the field.

This edited volume critically engages with the debate on teacher education systems in the BRICS countries (Brazil, Russia, India, China, and South Africa), considering the effects of contemporary globalisation processes on each differing geographic location. Written by leading researchers from the BRICS countries, chapters reveal the processes present in these countries regarding the often-problematic relationships between research, policy, and practice, as well as the extent of integration between higher education institutions and basic schools, with particular emphasis on teachers’ professional development. With a particular focus on the role of research and positioning of the school practicum, the book offers new insights into the processes of educational globalisation. It presents comparative discussions of the development of BRICS and the significance of education and preparation of teachers between the five nations, each with differing educational traditions. Ultimately, this book provides a unique picture of teacher education systems across these five countries and offers new perspectives that will enrich the work of scholars, students, and researchers in the fields of international and comparative education, education policy and politics, globalisation, and teacher education. Policymakers and teacher educators involved in globalisation studies may also benefit from the volume more broadly.