In Educating the “Right” Way (Apple 2006) and Can Education Change Society?(Apple 2013), I spend a good deal of time on the ways in which education has been and is now a significant site of struggle for both retrogressive and progressive movements. Unfortunately, it is these more retrogressive movements who are often in the driver’s seat in educational reform many nations currently.
| Book Author |
Various |
|---|---|
| Publisher |
HM Studies |
| Language |
English |
| Pages |
721 |
| Year Published |
2019 |
We should not be surprised that education has once again become a focal point of concerted criticism. This is not new. Whenever there is significant turmoil in society, economic worries, a loss of cultural stability and a feeling that “all that is solid melts in the air,” and more—all of this has very often led to a focus on educational theories, policies, and practices as both a major cause of our social and well as educational problems and a major source of possible solutions.
This is particularly the case now. Neoliberals have pushed for privatization, the use of corporate models and logics, and competition in everything educational. Neoconservatives have urged a restoration of “real knowledge” and “tradition.” Authoritarian populist religious conservatives have lamented the “loss of God” in our schools and daily life. And they have exerted pressures at all levels of education to bring back conservative religious understandings to the central place that they supposedly once had. And new managerial impulses that stress reductive forms of measurement, accountability, and audit as the only way to judge success in schools have had powerful effects as well (Apple, 2006; See also Apple, Gandin, Liu, Meshulam, and Schirmer, 2018).
All of these movements have had very real effects not only on education in general. They have been and are equally powerful in one of the most significant areas of education, that of teacher education. One of the things that provides support for these tendencies is the lamentable fact that we live in a time of increasing disrespect of teaching and teachers in many regions. All too often there seems to an underlying assumption that the act of teaching is somehow “easy,” that it doesn’t require an extensive amount of varied skills both intellectual and interpersonal, and that therefore it can be done by almost anyone. Nothing could be farther from the truth. If anything, a robust and critically reflective teacher education, both pre-service and in-service, is required now more than ever.
The effects of these attacks on public schools and on teachers and teacher education are increasingly visible. For example, the rapid growth of home schooling speaks to the growing mistrust of teachers (Apple 2006). Conservative think tanks have become factories for the production of reports that are scathing in their condemnations of teachers and teacher education institutions, often in the absence of robust empirical evidence to support their claims. The effects are also apparent when one speaks to teachers who work so very hard in our often under-resourced schools and communities and to the teacher educators who strive to build and defend programs that are responsive to the realities that these teachers face. For many of these committed educators, the situation they face can be best seen as “management by stress.”
It has become ever more clear that education cannot be understood without recognizing that nearly all educational policies and practices are strongly influenced by an increasingly integrated international economy that is subject to severe crises, that reforms and crises in one country have significant effects in others, that immigration and population flows from one nation or area to another have tremendous impacts on what counts as official knowledge, what counts as a responsive and effective education, what counts as appropriate teaching and responsive teacher education, and the list could continue for quite a while. Indeed, all of these social and ideological dynamics and many more are now fundamentally restructuring what education does, how it is controlled, and who benefits from it throughout the world. The impact of all of this has been profound on teacher education and makes a focus on improving teacher education even more crucial today. All of these conditions make this Handbook an important contribution.
One of the wisest analysts of teacher education, Kenneth Zeichner, has consistently reminded us that while there are a multitude of proposals for “reforming teacher education” throughout the world, all too often these programs remain at the level of slogans. As he puts it, The “appearance of significant and substantive change often turns out, however, to be the illusion of change because the changes take place only on the surface while the underlying program substance and relations of power, knowledge, and coherence remain the same” (Zeichner, 2018, p. 10). For Zeichner, the key element of making lasting changes must be based on the following principle. Reforming teacher education programs and institutions must be done with an eye toward their role in expanding the space of even more critically democratic reforms (Zeichner 2009).
But, before we can understand whether reforms in teacher education or proposals to strengthen and defend it are on the surface or are genuinely aimed at expanding “the space of even more critically democratic reforms,” we need to know what is happening in the nations throughout the world that are dealing with the at times difficult, but crucial problems of educating current and future teachers to effectively face an uncertain economic, religious, ideological, and demographic world (see Apple, 2011).
This is one the reasons the International Handbook of Teacher Education Worldwide is so useful. It aims to provide us with a much needed picture of what is happening in teacher education in a considerable number of nations throughout the world. Of course, no handbook can provide us with more than a series of initial snapshots of what are very complex situations. But by bringing together these initial pictures, we can then begin to go further in dealing with the questions of how the multiple programs of teacher education described here function in our changing world.
Table of Contents | |
PAGES | |
Foreword MICHAEL APPLE | 15 |
Introduction of the Editors KONSTANTINOS G. KARRAS C. C.WOLHUTER | 19 |
VOL 1 | |
Afghanistan | |
Teacher Education in Afghanistan. Political Development and Quantitative Changes ABBAS MADANDAR ARANI MOHAMMAD JAFARI MALEK | 53 |
Andorra | |
Teacher Education in Andorra HELENA PRIETO SANZ VIRGINIA LARRAZ RADA ROCÍO GARCÍA CARRIÓN | 71 |
Angola | |
Teacher Education in Angola: conceptions, practices and challenges SARA POÇAS FREDERICO CAVAZZINI MARIA ANTÓNIA BARRETO | 91 |
Argentina | |
Teacher Education in the Context of Argentinean Educational Policies: Current and future Challenges MONICA PINI SANDRA MUSANTI MYRIAM FELDFEBER MAURO BRAVO | 113 |
Armenia | |
Teacher Education in a Post-Soviet Context: the case of Armenia SUSANNA KARAKHANYAN | 129 |
Benin | |
Teacher education in the republic of Bénin. New contexts, new perspectives CLÉMENT C. BAH | 151 |
Bosnia and Herzegovina | |
Teacher Education in Bosnia and Herzegovina SNJEŽANA ŠUŠNJARA LEJLA KAFEDŽIĆ SANDRA BJELAN-GUSKA | 155 |
Botswana | |
Teacher Education in Botswana. MAVIS B. MHLAULI KEINYATSE KGOSIDIALWA JABULANI A. MUCHADO | 175 |
4
Brazil | |
Teacher Education in the Context of Brazil Educational Policies DALILA ANDRADE OLIVEIRA | 197 |
Bulgaria | |
The preparation of teachers in Bulgaria - realities and perspectives LIDIYA TSVETANOVA-CHURUKOVA | 213 |
Burundi | |
Teacher Education in Burundi: Achievements and Challenges HERMENEGILDE RWANTABAGU | 233 |
Cameroon | |
Teacher Education: The Case of Cameroon THERESE M.S TCHOMBE PETER CHU CHI | 247 |
Canada | |
Teacher Education in Canada LARRY PROCHNER | 261 |
Cape Verde | |
Teacher Education in Cape Verde: conceptions, practices and challenges MARIA ANTÓNIA BARRETO FILIPE SANTOS FILOMENA OLIVEIRA | 281 |
Chile | |
Teacher education in Chile: Towards a high-quality teacher education, to consolidate the achievements of Chilean education system MARIO BRUN | 301 |
China | |
Teacher Education in China BAOCUN LIU RUIFANG ZHANG | 327 |
Colombia | |
Colombia’s Education: At the Core of a Revolution JOSÉ VICENTE ABAD OLAYA DIANA MARCELA JARAMILLO CATAÑO CLAUDIA MARÍA URIBE HOYOS | 347 |
Croatia | |
Education of teachers in the republic of Croatia: Challenges and expectations in the european surroundings DUNJA ANĐIĆ ELVI PIRŠL ANTONIA ĆURIĆ | 369 |
Cyprus | |
Teachers’ Training in Cyprus: Past, Present and Future Issues GEORGIA PASHIARDIS PETROS PASHIARDIS | 385 |
Czech Republic | |
Teacher Education in the Czech Republic KATERINA MACHOVCOVA DAVID HANA | 399 |
5
Democratic Republic of Congo | |
Teacher training in the democratic republic of Congo: Challenges and prospects RACHEL NSIMIRE BIGAWA | 417 |
Denmark | |
Danish teacher education as a case of unresolved conflicts HANS DORF | 433 |
Ecuador | |
Teacher education in Ecuador CLAUDIA TOBAR DANIELA BRAMWELL | 451 |
Egypt | |
Teacher Education in Egypt NAHED SHALABY | 469 |
El Salvador | |
Teacher education in El Salvador: Historical, political, and technical dimensions D. BRENT EDWARDS JR. PAULINE MARTIN IRENE FLORES | 485 |
Eritrea | |
Teacher education in Eritrea: Development and trends SUDHASHREE PARVATI HALIMA MOHAMMED MAHMUD T.A. MUNAVARDEEN | 503 |
Estonia | |
Teacher Education in Estonia RAIN MIKSER OLGA SCHIHALEJEV KARMEN TRASBERG | 519 |
Ethiopia | |
Teacher Education in Ethiopia JANA ZEHLE | 537 |
Fiji | |
Teacher education CHARMAINE KWAN | 557 |
Finland | |
Equity, Trust and Autonomy - Perspectives on Teacher Education in Finland JESSICA ASPFORS GUNILLA HANSÉN TOM WILKMAN SVEN-ERIK HANSÉN | 573 |
France | |
Teacher Education in France: From Norman Schools to ESPE DOMINIQUE GROUX | 591 |
6
Gambia | |
Teacher Education in The Gambia: Successes, Challenges and Future Prospects HADDY NJIE SAIBA K. SUSO CHERNO BARRY | 597 |
Germany | |
Teacher Education in Germany JANA ZEHLE | 611 |
Ghana | |
Teacher Education in Ghana DANIEL ESHUN | 629 |
Grenada | |
Conceptualising Teacher Education in Grenada: Social, Historical and Policy Perspectives VERNA KNIGHT SANDRA ROBINSON JAMES YOUNG | 645 |
Greece | |
GREECE - Teacher Education in Greece: training, issues and challenges for Teacher Profession KONSTANTINOS G. KARRAS | 659 |
Guatemala | |
Current State of Teacher Preparation Programs in Guatemala RUBY BATZ MARTA CABALLEROS | 671 |
Hong Kong | |
Education and Teacher Education in the Hong Kong Special Administrative Region, PRC KWOK CHAN LAI SYLVIA YEE FAN TANG | 691 |
Hungary | |
Teacher Education in the Context of Hungary Educational Policies KATINKA BACSKAI VERONIKA BOCSI GABRIELLA PUSZTAI | 711 |
Iceland | |
Teacher Education in Iceland HANNA RAGNARSDÓTTIR | 727 |
Indonesia | |
Teacher Education in Indonesia MARK HEYWARD | 741 |
7
VOL 2 | |
Foreword MICHAEL APPLE | 15 |
Introduction of the Editors KONSTANTINOS G. KARRAS C. C.WOLHUTER | 19 |
Iran | |
New Horizons in Teacher Education in Iran ABBAS MADANDAR ARANI LIDA KAKIA | 53 |
Iraq | |
Teacher Education in Iraq: One Step Forward, One Step Back ABBAS MADANDAR ARANI TANDIS TAGHAVI LIDA KAKIA | 71 |
Ireland | |
Teacher Education in Ireland: Development and Challenges J. O’FLAHERTY J. MCMAHON P.F. CONWAY | 89 |
Israel | |
From idealism to pragmatism: Transitions in the training of teachers in Israel public education ADAM E. NIR MICHAEL GILLIS | 111 |
Jamaica | |
Jamaica’s Teacher Education System: The Reach of History, and the Reach for History NIGEL O. M. BRISSETT | 127 |
Japan | |
Development and Challenges of Teacher Education in Japan: Struggles to Maintain the Quality Education TAKAYOSHI MAKI ASAMI SHIMODA | 145 |
Kazakhstan | |
Teacher Education in Kazakhstan Duishon Shamatov AIZHAN KERIMKULOVA DAVID MCHUTCHON MIR AFZAL TAJIK | 161 |
Kenya | |
Education and Teacher Education in Kenya ROBERT W. ODUORI | 173 |
Korea (North) | |
Teacher Education in North Korea CHO, JEONG-AH LEE, HYANGKUE KIM, KI-SEOK | 191 |
8
Korea (South) | |
Teacher Education in South Korea KYOUNG-OH SONG | 205 |
Kosovo | |
Teacher education in Kosovo BLERIM SAQIPI DEME HOTI | 219 |
Kyrgyzstan | |
Teacher Education in Kyrgyzstan DUISHON SHAMATOV ABAKIR MAMYTOV ELVIRA SUPATAEVA | 233 |
Lebanon | |
In-service Education in Lebanon: Current Status, Challenges, and Future Prospects SAOUMA BOUJAOUDE ABIR JAMMOUL DANIA HAMANDI | 247 |
Lesotho | |
Teacher education in Lesotho: Opportunities and Challenges M. E. SEOTSANYANA R. MATHEOLANE | 265 |
Liberia | |
Teacher Education in Liberia KWABENA DEI OFORI-ATTAH | 281 |
Lithuania | |
Teacher Education in Lithuania RIMANTAS ŽELVYS | 297 |
Macao | |
Τeacher Education in Macao YI-LEE WONG | 319 |
Malawi | |
Teacher Education in Malawi NDALAPA ADRIAN C MHANGO | 335 |
Malaysia | |
Teacher Education in Malaysia MENG YEW TEE LORRAINE PE SYMACO | 363 |
Maldives | |
Teacher Education in the Maldives: confronting the challenges of ‘Islandness’ RHONDA DI BIASE AHMED ALI MANIKU | 375 |
Malta | |
Teacher Education in Malta RONALD G. SULTANA ADRIAN GELLEL SANDRO CARUANA | 397 |
9
Mauritania | |
Teacher education in Mauritania AKEMI YONEMURA | 415 |
Mauritius | |
Teacher Education in Mauritius HYLEEN MARIAYE | 435 |
Mongolia | |
Teacher Education in Mongolia: History and Reforms BATDULAM SUKHBAATAR BATKHAND SUKHBAATAR | 455 |
Montenegro | |
Teacher education in Μontenegro VUČINA ZORIC DIJANA VUČKOVIĆ | 473 |
Montserrat | |
Teacher Education in Montserrat GERTRUDE SHOTTE | 491 |
Mozambique | |
Teacher training in Mozambique ANA CARITA MOISÉS CAU ÓSCAR MOFATE ROSA SERRADAS DUARTE | 511 |
Nepal | |
Education System and Teacher's Education Development in Nepal DAMODAR KHANAL | 533 |
North Macedonia | |
Teacher education in North Macedonia NATASA ANGJELESKA KIRIL BARBAREE | 553 |
Netherlands | |
Teacher education in the Netherlands BRAM DE MUYNCK PETER RUIT ANNELIES KRAAIVELD | 569 |
New Zealand | |
Teacher Education in New Zealand CAROL MUTCH JENNIFER TATEBE | 589 |
Nicaragua | |
Teacher training in Nicaragua: a quality debt with education. MELBA CASTILLO A JOSEFINA VIJIL | 617 |
Norway | |
Norwegian Teacher Education between Unity and Diversity JETTE STEENSEN | 645 |
Oman | |
Teacher Education in the Sultanate of Oman; Achievements and Challenges THURAYA ALHOSNI | 661 |
10
Pakistan | |
Teacher Education in Pakistan KHAMIS ANIL | 675 |
Papua New Guinea | |
Teacher education in Papua New Guinea MARGARET ZEEGERS | 693 |
Paraguay | |
Teacher education in Paraguay RODOLFO ELÍAS GABRIELA WALDER ANA PORTILLO | 707 |
VOL 3 | |
Foreword MICHAEL APPLE | 15 |
Introduction of the Editors KONSTANTINOS G. KARRAS C. C.WOLHUTER | 19 |
Philippines | |
Philippine teacher education LORRAINE PE SYMACO ROGER CHAO JR | 53 |
Portugal | |
Teacher Education in Portugal JOÃO RUIVO HELENA MESQUITA PAULO AFONSO | 75 |
Qatar | |
Teacher Education in Qatar MAHA ELLILI CHERIF HADEEL A H M ALKHATIB | 99 |
Romania: | |
Teacher Education in Romania: history, policies and challenges HORGA, I. – APOSTU, O. MIULESCU, M. | 117 |
Rwanda | |
The development of teacher education in Rwanda NZABALIRWA, W | 135 |
São Tomé and Príncipe | |
Teacher Education in São Tomé and Príncipe: conceptions, practices and challenges MARIA ANTÓNIA BARRETO FILIPE SANTOS MARIA JOÃO CARDONA | 149 |
Saudi Arabia | |
Teacher Education in Saudi Arabia FAROOQ ALTAMEEMY FAHAD ALSAHLI | 167 |
11
Serbia | |
Teacher Education in the republic of Serbia BILJANA LUNGULOV OLIVERA KNEŽEVIĆ FLORIĆ STEFAN NINKOVIĆ | 187 |
Seychelles | |
Seychelles Teacher Education SHERLEY MARIE INDRA PERSAUD | 205 |
Sierra Leone | |
Teacher Education in Sierra Leone KWABENA DEI OFORI-ATTAH | 223 |
Slovakia | |
Teacher training in the Slovak republic KOSOVÁ BEATA PORUBSKÝ ŠTEFAN | 241 |
Slovenia | |
Teacher Education in Slovenia KATJA JEZNIK KLARA SKUBIC ERMENC | 257 |
Solomon Islands | |
Teacher Education in the Solomon Islands MELLITA JONES RENATA CINELLI | 273 |
South Africa | |
Teacher Education in South Africa C C WOLHUTER | 295 |
South Sudan | |
Teacher Training in South Sudan P.J. DU TOIT | 305 |
Spain | |
Teacher Education in Spain MANUEL ROBLIZO ELENA CARRIÓN | 325 |
Sri Lanka | |
Teacher Education in Sri Lanka T. M. SAKUNTHALA YATIGAMMANA EKANAYAKE PRASAD SETHUNGA SUBHASHINIE WIJESUNDERA | 339 |
St. Lucia | |
Teacher Education in St. Lucia TALIA ESNARD SANDRA EVANS KYNEATA JOSEPH CHRISTINE DESCARTES | 355 |
St. Vincent and the Grenadines | |
Teacher Education in St. Vincent and the Grenadines DEBORAH D. P. DALRYMPLE | 375 |
Swaziland -Kingdom of Eswatini | |
Teacher education in the kingdom of Eswatini SITHULISIWE BHEBHE | 393 |
12
Sweden | |
Teacher Education in Sweden ULLA KARIN NORDÄNGER PER LINDQVIST | 407 |
Switzerland | |
Teacher Education in Switzerland ALOIS BUHOLZER MARKUS FURRER SYBILLE HEINZMANN AGTEN | 421 |
Syria | |
A preview of Teacher Education in Syria: development and challenges AYESHA BASHIRUDDIN GHASSAN SHUGHRI | 439 |
Taiwan | |
How Primary School Teachers in Taiwan Acquire a Professional Status: A Historical Analysis TIEN-HUI CHIANG | 463 |
Tanzania | |
Teacher Education in Tanzania: Advancing Access, Equity, and Quality MATTHEW A.M. THOMAS KRISTEEN CHACHAGE WILLY L.M. KOMBA, PH.D. | 477 |
Thailand | |
Teacher Education in Thailand NATTIYA BUNWIRAT OLIVER S. CROCCO | 495 |
Togo | |
Teacher Education in Togo SENA YAWO AKAKPO-NUMADO | 511 |
Trinidad and Tobago | |
Teacher Education in Trinidad and Tobago TALIA ESNARD | 525 |
United Kingdom-England and Wales | |
Teacher Education in England GILLIAN HILTON | 543 |
United Kingdom-Scotland | |
Teacher Education in Scotland: its schools and teachers. DONALD GRAY YVONNE BAIN DOUGLAS WEIR | 565 |
United States of America | |
American Teacher Education: An Unfinished Task GREGORUTTI, G BURTON, L.D | 589 |
Uruguay | |
Teacher Education in Uruguay ELOISA BORDOLI SOLEDAD PASCUAL | 606 |
13
West Bank and Palestine | |
Teacher Education in West bank, part of Palestine NASSER, I SHAKHSHEER K. | 621 |
Yemen | |
Yemen and Education: Teacher Education Systems and Challenges ABDULGHANI MUTHANNA GUOYUAN SANG | 635 |
Zambia | |
Teacher education in Zambia SIMUYABA EUNIFRIDAH MANCHISHI C. PETER | 651 |
Zimbabwe | |
Teacher Education in Zimbabwe: Issues and Challenges for Teacher Professionalism MARTIN MUSENGI NATHAN MOYO | 663 |
