London Metropolitan University Research Institutes

Quality education and training: Which policies are best for teachers in a global and changing world?

Author(s) Pratas, M. H.  
Publisher London: CiCe  
Year 2012  
Editor P. Cunningham & N. Fretwell (eds.) Creating Communities: Local, National and Global  
Age group -  
To teach is a complex and demanding intellectual work, which cannot be accomplished without adequate preparation (Musset, 2010). Research shows that teacher education not only ensures that teachers are - and remain - competent, but it also ensures that they stay motivated over time (Eurydice, 2004). It also shows that the most effective way to raise educational quality is to modify teacher education and to develop the means to train teachers already in-service. It is challenging to devise effective teacher education programs, in part, because there is no single unifying theory of teacher education (Goodlad, 1998; Schwartz, 1996). Teaching styles and methods continue to be ideologically contested (Hargreaves and Jacka, 1995). Theorists and researchers in teacher education disagree about what student teachers need to know, and the best ways to help them develop that knowledge (Jackson and Leroy, 1998). The European Union has stressed the key role of education and training for the future growth, long-term competitiveness and social cohesion of the European Union as a whole. But Europe is just a part of the global world and we probably have a lot to learn from other cultures and experiences from many countries around the world. The focus of this research was to study and compare the different programmes of international organisations on Teacher Education: for example, the International Labour Organisation (ILO) and UNESCO research and policies, the OECD projects and surveys, such as TALIS Survey on Teachers, Teaching and Learning and Attracting, Developing and Retaining Effective Teachers (OECD, 2005). Keywords: quality education and training, international organizations, educational policies

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