Cross-Continental Exploration of Concerns, Opportunities, and Realities of Teacher Education

Fasching-Varner, Kenneth J. and Desmarchelier, Renee and Gerlach, David and Stewart, Lindsay and Vo, Tina and Stone, Michaela and Klein, Danielle M. (2020) Cross-Continental Exploration of Concerns, Opportunities, and Realities of Teacher Education. In: Encyclopedia of Teacher Education. Springer Nature, Singapore, pp. 1-4. ISBN 9789811311796


Abstract

Continuing Reid and O’Donoghue’s (2004) more than a decade old concerns about teacher preparation, the following draws on the authors’ experiences in the United States, Germany, and Australia concerning the preparation and engagement of pre-service and in-service teachers. Across the contexts of Germany, the United States, and Australia, the authors of this piecework realized that each of the particularized contexts overlapped and were not simply local concerns. That is, a glocal (locally situated and globally common) phenomenon is discovered where the hyper-localized concern was a contextually relevant concern for the global counterparts in their localized context. With acknowledgment that “all experience is local…[and] the localness of experience is a constant” (Meyrowitz 2005, p. 21). That recognition, however, is contextualized with the understanding that “…we now increasingly share information with and about people who live in local-ities different from our own [and] we more frequently intercept experiences and messages originally shaped for, and limited to, people in other places” (Meyrowitz 2005, p. 23). As Barrett and Kurzman (2004) suggested, “the similarity of demands, coordination of mobilization, and clustering of policy outcomes across countries with varying political and cultural conditions” are both locally real and globally relevant (pp. 487–488). The notion of glocality informing the work here aligned with Erickson (2002), in that “global phenomena more often than not could be studied in their local expressions…that cultural globalisation was always tantamount to glocalisation…[as] creative fusions of [the] local and non-local” (pp. 166–167). Arguments from this lens include the forces working against the preparation of teachers are multifaceted, locally significant, and globally consistent. Internal university resistances and the primary driving of market economies complicate the preparation of teachers. The glocalized analysis leads to end with a series of questions to serve as foils in combating the current landscape.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 21 Aug 2020 06:31
Last Modified: 19 Oct 2020 03:31
Uncontrolled Keywords: teacher education, glocal, pre-service teachers
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
Identification Number or DOI: https://doi.org/10.1007/978-981-13-1179-6_389-1
URI: http://eprints.usq.edu.au/id/eprint/38718

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