Teacher education and development policies: Critical discourse analysis from a comparative perspective

MÓNICA PINI; JORGE M. GOROSTIAGA

INTERNATIONAL REVIEW OF EDUCATION

Springer

Año: 2008 vol. 54 p. 427 - 433

0020-8566

The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis offers the possibility of illuminating certain aspects of educational policies in specific historic moments. A comparative perspective allows researchers to explore similarities and differences between political statements from a number of governments and agencies, in order to characterize general elements and particularities of teacher education policies in the context of late capitalism. The corpus of this study consists of a selection of recent educational policy documents at national and international levels. This study continues a line of previous studies which apply critical discourse analysis to the research of educational policies