A new paradigm for international developments in teacher education

Bob Moon




The central arguments of the chapter are threefold;

1 that the ‘bricks and mortar’ institutions developed around teacher education to serve the needs of the twentieth century will be wholly inadequate for the twenty-first;

2 that the implicit and explicit models of development, derived from such bricks and mortar institutions, are insufficient to meet the changed circumstances of most, if not all, national contexts;

3 that developing a research agenda to inform the processes of institutional change and rebuilding is now an urgent priority.

The scenario for development is explored with a focus on the interrelated but contrasting ...

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