Teacher education is recognized worldwide as an educational priority for developing literate, workforce capable, citizens as a basis for national progress. There are cycles of enthusiasm for teacher education reform worldwide with a discouraging literature on successes. Teacher education is part of a large complex landscape ecosystem which changes partly due to the efforts of education reformers and partly due to natural social forces over which educators have little control. In this paper I describe this landscape and the potential for directed change by exploring concepts of narrative, theory and practice and reciprocal learning. The significance for teacher education that comes from thinking in terms of an international educational landscape of communication, exchange, learning and competition are discussed.
Abstract: Teacher education is recognized worldwide as an educational priority for developing literate, workforce capable, citizens as a basis for national progress. There are cycles of enthusiasm for teacher education reform worldwide with a discouraging literature on successes. Teacher education is part of a large complex landscape ecosystem which changes partly due to the efforts of education reformers and partly due to natural social forces over which educators have little control. In this paper I describe this landscape and the potential for directed change by exploring concepts of narrative, theory and practice and reciprocal learning. The significance for teacher education that comes from thinking in terms of an international educational landscape of communication, exchange, learning and competition are discussed.
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