ABSTRACT

Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers’ work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of teaching and teacher education in many countries. This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. I explore the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, I explore how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.

摘要

当今的教师教育是在快速全球化的背景下存在的，全球化影响着未来教师的工作体系，教师工作的管理方式，学生教师的教学方式以及教师教育中的政策，计划，课程和学生本身。最近有一些想法在国际上受到关注，并且正在塑造许多国家的教学和教师教育的工作格局。本文从批判性的角度考察了影响国家和机构教师教育政策的一小部分“核心”思想的传播。我探讨了国际上教师教育中新出现的参与者，包括个人，公司和国际机构。使用政策文件，有影响力的研究，大学课程陈述和访谈，这篇文章对正在成为全球教师教育对话的矛盾声音进行了话语分析。在许多方面，这些想法使教师和教师教育者的声音边缘化。他们倾向于缩小教育和教学的定义。为了反对这些广为流传的论点，我探索了中美互惠的教师教育交流计划如何为替代性的教学观和教师学习观创造机会。