Description
In-service and teacher training programmes are based on policies and practices built by individuals and groups. This book examines teacher education and its relationship with power and society, specifically power relations involving social class, racial/ethnic and gender issues evident in living environments, religious institutions and professional associations and unions. The contributions in this book consider various aspects of education policy formation, focusing on teacher education and including questions on the location of teacher education programmes, their funding, the knowledge that students gain, the curriculum content and evaluation procedures employed in teacher education programmes. The effect of educational policy formation on teachers is considered, together with an exploration of the political dimension on potential and actual teachers. This leads to an inquiry into the process through which students on teacher education programmes acquire or develop their political identities and orientations which may influence their future actions as teachers. Comparative case studies highlight the centrality of politics in teacher education. These case studies are worldwide and include Europe, North America, Latin America, Africa, Asia and the Pacific.
