MORAL AND POLITICAL VALUES IN TEACHER EDUCATION OVER TIME. INTERNATIONAL PERSPECTIVES

1 Introduction - The role of history of education methodology in addressing the development of values in teacher education
• Part One - The European context: the impact of the demise of social democratic values on the development of values in teacher education
2 Beginnings: values in teacher education in an era of social democracy in England
3 The Italian debate about the role of teacher within teacher education, a long dialectic between two opposing conceptions: educational intellectual or cultural employee
4 The educational ideals of Spanish schoolteachers: training, professional tensions and future uncertainties
• Part Two - The American context: teacher educators who counter the neo-liberal accountability era by nurturing the values of long-term teacher researchers
5 The positive power of negative capability: long-term teacher researchers in the United States
• Part Three – The South African post-conflict context: reproductive or transformative values in teacher education?
6 Teacher education, values and transformation: an analysis of the Longue Durée of the process of learning to teach in South Africa
• Part Four – The Japanese context: the implications of the depoliticization of education for teacher development in a neo-liberal era
7 Shifting values in Japanese teacher development
• Conclusion
8 Conclusion - reconnecting the dialectic: implications of the ‘long view’ of values in teacher education for the collaborative work of international teacher educators

This collection brings together international teacher educators to employ a ‘long view’ of an historic and values-based dialectic in teacher education. The authors reflect how employing historical consciousness to look back can offer greater continuity to teachers’ moral and political values within their training.

The book draws on research from experienced teacher educators representing different historical, social and political contexts in North America, Europe, Asia as well in post-conflict South Africa. Within each section, the authors reflect on the development of the moral and political values of pre-service and in-service teachers in an era of global neo-liberalism and how this is inextricably bound up with the narratives of professionals in the past within their own national context. Each chapter takes a ‘long view’ of the role of historical consciousness in informing the moral and political values of pre-service and in-service teachers, providing examples of how international teacher educators can collectively support one another in restoring a vibrant, values-based dialectic within the processes, pedagogies and provision of university and school-based training for which they are responsible. The ‘long view’ approach offers a compelling argument for the need to connect pre-service and in-service teachers’ values and narrative to the legacy of professionals of the past.

Moral and Political Values in Teacher Education over Time will be of great interest to researchers, academics and students in teacher education, comparative education and the history of education. It will also be of interest to international university and school-based teacher educators and policymakers in the field.