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ERIC Number: EJ999230
Record Type: Journal
Publication Date: 2012-Nov
Pages: 26
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-0010-4086
Teacher Education Reform in Palestine: Policy Challenges Amid Donor Expectations
Shinn, Chris
Comparative Education Review, v56 n4 p608-633 Nov 2012
This essay explores the role of UNESCO, the World Bank, and the US Agency for International Development as key international actors shaping teacher development in Palestine. The argument presented is that international influence, particularly through donor-funded projects, combined with limited capacity within the Ministry of Education and local universities, inhibits a comprehensive vision toward teacher education. It is argued that this narrow response to Palestinian teacher development hinders the possibilities for improving the quality of instruction for all Palestinian teachers, particularly given the absence of policy integrating and aligning reforms within a framework for large-scale improvement. This essay uses case study research with a focus on macropolicy analysis and concludes with suggestions for further development in Palestinian teacher education. (Contains 1 table and 5 footnotes.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Palestine; United States