No. 44 (2024): The global dimensions in the processes of training and professionalization of the teaching function. Towards "regional" models and programs for the professionalization of teachers in the international context

The training and professionalization of teachers continues to be in permanent debate both in the social and academic framework and, of course, in political discourse and action. Issues such as professional identity, requirements for access to programs, institutional and curricular training models, transition to professional practice (Eurydice, 2015), practical training, permanent training, attraction to teaching (European Commission, 2013) or the social recognition of the teaching function, are the object of analysis and reconsideration in different international contexts. And also the progressive incursion of the corporate business fabric not only in education but also in teacher training such as Teach for America (Schneider, 2013) and Teach for All (Lefebvre, Pradhan and Thomas, 2023).

The REEC monograph is dedicated to investigating, understanding and explaining how globalization processes affect the policies and practices of construction and implementation of teacher training and professionalization programs based on the regionalization of the academic and pedagogical cultures of the educational systems in which they are embedded. Therefore, it is intended to rebuild the network of institutional, curricular and methodological relationships in regional contexts at a global level. It is about verifying and proving the "overcoming of methodological nationalism" in comparative and international education. Teacher training models, both theoretical and practical, curricular and administrative, no longer respond to national geographies and nation-states, but rather take on broader dimensions that make them more dependent on linguistic and academic cultures and geopolitical influences. international (Vega Gil, 2011; Fernández Soria, J.M. et al, 2016). This is why the term "region" does not present an international geographical dimension but rather an academic, political, cultural and historical one.

From an institutional and curricular perspective, teacher training and professionalization models can be analyzed from a formal perspective (traditional, public/private, broad in time and in the curriculum) or non-formal (intensive, public/private, short, professionalizing, etc.). In this second case we have the "alternative routes" or "learning training".

In order to address the aforementioned challenges, it seems pertinent to recover the so-called "teacher training continuum" proposed by the OECD (2005), Eurydice (2002-2004) and a whole group of researchers to proceed with the analysis of the processes, policies and training programs and professionalization of the teaching function. A vector that is expressed in three times, institutional spaces and programmatic developments: the attraction towards the teaching profession (employment status, remuneration table, social image, good practices, access/admission model to training programs, etc..), training (institutional frameworks, curricular structure of the programs, professionalization processes, agencies and quality assurance, etc.) and retention/induction (mentoring/induction programs, incentives, licenses, mobility, continuous professional development (permanent training) ; that is, on-the-job training).

When we use the terminology of teacher training, we are referring to the training of teachers in the non-university educational system: early childhood education, primary education and secondary education (lower and higher) and, of course, the transitions between the different levels.

In historical terms, the studies should include the political and programmatic developments after World War II (the second half of the 20th century) which, as we know, offers different rhythms in the processes of educational reform based on the different contexts and political and economic conditions. institutional. And, of course, finish with the most recent reforms.

With this academic framework of reference, this special edition will welcome research papers that address the topic from different perspectives and approaches. Papers that address some of the topics and contents that we suggest below will be especially welcome.

• The model or models of training and/or professionalization of the teaching function from the Anglo-Saxon cultural perspective. Contributions from Colleges, Teach for America, Teach for All, School Direct, Alternative Routes, Agencies for Accreditation, SCITT, Teach First, QTS. It is a question not only of knowing the curricular programs, but also of analyzing their implications, their recipients, their evaluations, their connections with professional practice and with international competence evaluations.
• The model or models of training and professionalization based on the Confucian philosophy. We must ask ourselves about training for professional development and educational leadership. Because of the relationship between training and gender. Due to the requirements for access to training and recruitment. And, in institutional terms, by the external dimension of the Normal Universities, the National Universities of Education, the National Institutes of Education or the Institutes of Educational Development. And its connections with international competency assessments. The certifications and their accreditation agencies or bodies.
• Cultural diversities and teacher training in Africa. Different academic cultures and languages in teacher training. Decentralization and identity in teacher training programs. International Organizations and their involvement in training. And the “learning routes”? Do schools need technicians or teachers? Governance and training.
• Can we talk about a European model of teacher training? Unity and diversity in training programs and institutional developments. Has the Bologna Process generated a new formative pedagogy? How do you combine national educational sovereignty and the European dimension of training? Has the decentralization and territorialization of education been projected in teacher training programs? Is the postcolonialism of education and training more discursive or curricular? Attract, train and retain, for what school of tomorrow? Economy and privatization (governance) in training programs.

References

European Commission (2013). Study on policy measures to improve the attractiveness of the teaching profession in Europe. Final report. Vol. I and II. Luxembourg: Publications Office of the European Union.

European Commission/EACEA/Eurydice (2015). Practices, perceptions and policies. Eurydice Report. Luxembourg: Publications Office of the European Union.

Eurydice (2002-2004). Key issues of education in Europe. Vol.3. The teaching profession in Europe: profile, trends and problems. Reports I-II-III-IV. Ministry of Education, Culture and Sport.

Fernández Soria, J. M., López Torrijo, M., Cruz Orozco, J.I., Bascuñán Cortés, J., Mangual Andrés, S., García de Fez, S., Lloret Catalá, C. and Grau Vidal, R. (eds.) (2016). The initial training of secondary school teachers. Valencia: Tirant lo Blanch.

Grek, S., Maroy, Ch., and Verger, A. (eds.) (2021). World Yearbook of Education 2021. Accountability and Datafication in the Governance of Education. New York: Routledge.

Lefebvre, E.E, Pradhan, S., and Thomas, M.A.M. (2022). The discursive utility of the global, local, and national: Teach For All in Africa. Comparative Education Review, Vol. 66, No. 4, 620-642.

Mundy, K., Green, A., Lingard, B., and Verger, A. (eds.) (2016). The Handbook of Global Education Policy. UK: Wiley Blackwell.

OECD (2005). Teacher's matter. Attracting, developing and retaining effective teachers. Paris: OECD.

Schneider, J. (2013). Rhetoric and practice in pre-service teacher education: the case of Teach for America. Journal of Education Policy. Doi: https://dx.doi.org/10.1080/02680939.2013.825329

Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (eds.) (2018). Learning to teach in England and the United States. The evolution of policy and practice. New York: Routledge.

Tatto, M.T. and Menter, I. (eds.)(2019). Knowledge, Policy and Practice in learning to teach: a cross-national study. London: Bloomsbury Academic.

Vaillant, D. (2005). Teacher training in Latin America: re-inventing the traditional model. Barcelona: Octaedro.

Valle, J., Egido, I., & Ruiz, G. (2016). Presentation of number 5. Journal of Supranational Policies of Education (5). https://revistas.uam/jospoe/article/view/6678

Vega Gil, L. (ed.) (2011). Governance and policies of initial teacher training in Mediterranean Europe. Valencia: Tirant lo Blanch.