Teacher education in a globalised age

Abstract

Globalisation is a catchphrase which has entered discussion in various fields and branches (Tikly 2001, 152; Gallagher 2005, 126). What follows is a critical review of contrasting perspectives on globalisation as it relates to education. In each section, after these general considerations, concerns are narrowed down to the effects of globalisation on education in relation to the teaching profession. Teacher identity will be explored in terms of the role of teachers in a given society and the way specific societies conceive of this identity and adopt criteria to judge teacher success and effectiveness. Given the ascendancy of the global economic model (Clayton 2004, 276), this discourse includes other agencies that are exerting or are attempting to exert their influence on teacher identities. Teacher education and its evolving nature cannot be isolated from teacher identity (Welmond 2002, 42) - the way globalisation is conceived of, and the role one assigns to teachers in relation to it, will definitely bear an influence on the manner in which teacher education is structured.