ERIC Number: EJ1008616
Record Type: Journal
Publication Date: 2013-Jan-30
Abstractor: As Provided
Reference Count: 30
Are We Turning Our Backs on Teacher Preparation? Lessons from France's System of Teacher Training
Berchini, Christina N.
Current Issues in Education, v16 n1 Jan 2013
Not surprisingly, in an increasingly neo-liberal context of international competition for educational prestige, conversations about teaching and teacher preparation have taken hold across the globe. Further complicating these matters is that ideas about teaching, learning, and learning to teach cannot be understood or analyzed in a vacuum; that is, without first exploring the history, evolution, purposes of, and tensions within the system in which they live. In this way, the realities of social change and globalization ensure that debates about what it means to prepare teachers well--in any context--are complex and enduring. In this article, I illuminate some of those complexities specifically as they relate to a comparison of university-based systems of teacher preparation in France and the United States. The issue of what it means to prepare teachers well for an increasingly diverse and global society is a prominent focus of this discussion.
Descriptors: Foreign Countries, Global Approach, Teacher Education Curriculum, Teacher Education Programs, Training Methods, Comparative Analysis, Comparative Education, Educational Objectives, Training Objectives, Educational Practices, Educational Methods, Higher Education
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: email@example.com; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: France; United States