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A Companion to Research in Teacher EducationThe Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education

A Companion to Research in Teacher Education: The Role of Comparative and International Research... [In this chapter, I propose a model to approach cross-national research based on my own work. I argue that international and comparative research that is collaborative, reflective, rigorous, capacity building, and policy oriented can allow learning at the ground level and produce useable knowledge for policy making and implementation and that this learning and development of expertise can occur within and across settings regardless of level of development. Moreover, I propose that the mere act of engaging in comparative and collaborative reflective inquiry already constitutes an intervention and brings about learning and a notion of normativity to the phenomenon under study, thus challenging the notion that research does not have an effect and that policy is “packaged” and borrowed. The comparative and international dimension brings an added layer to what can be learned from research as it illuminates what is possible in other contexts from a scientific and humanistic perspective.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Research in Teacher EducationThe Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education

Editors: Peters, Michael A.; Cowie, Bronwen; Menter, Ian
Tatto, Maria Teresa
A Companion to Research in Teacher Education — May 3, 2017
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References (45)

Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-4073-3
Pages
621 –636
DOI
10.1007/978-981-10-4075-7_42
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, I propose a model to approach cross-national research based on my own work. I argue that international and comparative research that is collaborative, reflective, rigorous, capacity building, and policy oriented can allow learning at the ground level and produce useable knowledge for policy making and implementation and that this learning and development of expertise can occur within and across settings regardless of level of development. Moreover, I propose that the mere act of engaging in comparative and collaborative reflective inquiry already constitutes an intervention and brings about learning and a notion of normativity to the phenomenon under study, thus challenging the notion that research does not have an effect and that policy is “packaged” and borrowed. The comparative and international dimension brings an added layer to what can be learned from research as it illuminates what is possible in other contexts from a scientific and humanistic perspective.]

Published: May 3, 2017

Keywords: Teacher Education; Mathematics Teacher; Pedagogical Content Knowledge; Teacher Education Program; Future Teacher

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