1. Teacher education/identity and globalising trends Session 5

2. Transnational comparisons of teacher identity What is meant by teacher identity? 1.Historical influences 2.Cultural and social influences 3. Political influences 4.Professional autonomy 5. What is it like to be a teacher in a particular time and place?

3. How does globalisation impact on teacher identity? Eg Japan 1. Post WW2 consolidation and historic definitions of the teachers role and identity within a culture 2. Neo-liberal global trends 1970s, 80s, 90s and onwards 3. WBO, OECD, PISA contributing to an instrumentalist and technicist definition of a transcultural teachers role and identity. 4. Conflict between the evolving cultural and global definitions of the role and identity of the teacher

4. What Key evaluative questions are to be asked? 1.How important is it to find out what it is like to be a teacher in a particular time and place? 2.Can teachers be judged individually by a single criterion of high quality? 3.Is recognition given to the practices autonomously developed within the culture of teachers? 4.Do teachers face an identity crisis arising from their recognition of the need to raise standards and what in reality they have to do to help pupils in a particular context? 5.Will nation-states take account of the occupational culture of teachers in their adoption of neo-liberal policies? 6. Can teachers resist?

5. Comparative Exercise A comparative case study task: The impact of globalisation on teacher Education/identity in France and the USA: 1. Explain how teacher education/identity is threatened by globalisation in each national context 2. What common and distinctive factors need to be considered in order to find a way forward in each context?

6. Bibliography Czerniawski, G. (2011) Emerging Teachers and Globalisation, London, Routledge. Imig, D., Wiseman, D, & Imig, S. (2011) Teacher education in the USA, Journal of Education for Teaching, 37 (4) 399 408. Iwata, Y. (2006) Teacher education and neo-liberalism – Japan and other countries, 2nd International Conference of Teacher Education, Shanghai (available online). Kimura, H. & Iwata, Y. (2007) The historical trend of teacher identity in Japan: focusing on educational reforms and the occupational culture of teachers, Hitotsubashi Journal of Social Studies, 39, 19-42 (on BV).

7. Bibliography continued Lapostolle, G & Chevaillier, T (2011) Teacher training in France in the early 2010s, Journal of Education for Teaching, 37 (4) 451-459. Smith, E. & Gorard, S. (2007) Improving teacher quality: lessons from Americas No Child Left Behind, Cambridge Journal of Education, 37,(2) 191-206 (on BV).