Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions
Keywords:
Pre-service teacher education, Entrepreneurship, Life-long learning, Diversity, Accountability
Abstract
This study aims to reveal the economic and political issues underlying the remarks related to initial teacher education (ITE) in the documents published by international institutions, European Union (EU), Organization for Economic Co-operation and Development (OECD), and United Nations (UN), and to examine these issues from the perspective of consensus and conflict approaches to education. The study is designed as a systematic review. ITE-related 67 documents published by UN, EU, and OECD were analyzed following several coding steps. According to the results, international institutions promote entrepreneurship, life-long learning, and information and communication technologies as economic issues in ITE. As political issues, they put forward social themes including preparing for diversity, quality in ITE including accountability and standards, and structure of ITE including flexibility and autonomy. Although the documents are mainly parallel with the consensus approach, economic and political issues revealed in the study were discussed from perspectives of both approaches. One perspective considers promoting the economic issues in ITE the economic efficiency and growth which is beneficial for all. The other reminds that division of this benefit may include class-based inequalities. Also, different perspectives emphasize different social themes and they bring different explanations for how the quality assurance functions.
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References
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Gillborn, D. & Youdell, D. (2009). Critical perspectives on race and schooling. In J. A. Banks (Eds.) The Routledge international companion to multicultural education. New York: Routledge: 173–85.
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Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
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Gustafsson-Pesonen, A., Remes, L. (2012). Evaluation of entrepreneurial development coaching: changing the teachers’ thinking and action on entrepreneurship. Annals of Innovation & Entrepreneurship, 3(1), 1-12. https://doi.org/10.3402/aie.v3i0.17292
Halsey, A. H., Heath, A. F., & Ridge, J. M. (1980). Origins and destinations: Family, class and education in modern Britain. Oxford: Clerandan Press.
Hansen, D. T. (2008). Values and purpose in teacher education. In S. Feiman-Nemser, M. Cochran-Smith, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.). London: Routledge.
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Hunde, A. B. & Tacconi, G. (2014). Teacher educators’ practices from the view of building lifelong learning capabilities in student teachers. Procedia - Social and Behavioral Sciences. 136. 496–500.
Jagose, A. (1996). Queer theory: An introduction. Ne York: New York University Press.
Jenlink, P. M. (2017). Democracy distracted in an era of accountability: Teacher education against neoliberalism. Cultural Studies - Critical Methodologies. 17(3). 163–172.
Kelly, V. (2009). The curriculum: Theory and practice (6th ed.). London: Sage.
Kitchen, J., & Petrearca D. (2016). Approaches to teacher education. In J. Loughran & M. Lynn Hamilton (Eds) International Handbook of Teacher Education (Volume 1) (pp. 137–186). Singapore: Springer.
Kogan, M. (2001). Lifelong learning and power relations and structure. European Journal of Education, 36(3), 351–360.
Kwiatkowski, S. (2004). Social and intellectual dimensions of entrepreneurship. Higher Education in Europe, 29(2), 205–220. https://doi.org/10.1080/0379772042000234848
Ladson-Billings, G., & Tate IV, W. F. (2006). Toward a Critical Race Theory of Education. In H. Lauder, P. Brown, J. A. Dillabough, & A. H. Halsey (Eds.), Education, globalization, and social change (pp. 570–585). Oxford University Press.
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Leffler, E., & Svedberg, G. (2005). Enterprise Learning: A Challenge to Education? European Educational Research Journal, 4(3), 219–227. https://doi.org/10.2304/eerj.2005.4.3.6
Loughran, J., & Hamilton, M. L. (2016). Developing an Understanding of Teacher Education. In J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education. Singapore: Springer.
Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461–469. https://doi.org/10.1016/j.tate.2011.12.001
Mayer, D. & Rein, J. (2016). Professionalising teacher education: evolution of a changing knowledge and policy landscape. In J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 453–86). Singapore: Springer.
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Oxford. (n.d.). Entrepreneurship. Oxford Learner’s Dictionaries. Retrieved June 15, 2020, from https://www.oxfordlearnersdictionaries.com/definition/english/entrepreneurship?q=entrepreneurship
Pamuk, S., Ergun, M., Çakir, R., Yilmaz, H. B., & Ayas, C. (2013). The use of tablet pc and interactive board from the perspectives of teachers and students: Evaluation of the fati̇h project. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1815–1822. https://doi.org/10.12738/estp.2013.3.1734
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Published
2022-06-18
Section
Articles
How to Cite
Açar, A., & Yücel Toy, B. (2022). Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions. International Journal of Curriculum and Instructional Studies (IJOCIS), 12(1), 113-146. https://doi.org/https://doi.org/10.31704/ijocis.2022.006
