Article Sidebar
Fostering a Synergistic Paradigm: A Review of Globalisation Practices in Teacher Education Programmes
Main Article Content
Abstract
Globalisation has become a transformative force, significantly shaping educational systems and redefining how teacher education programmes function and develop. As its influence grows, understanding globalisation’s impact on educational practices is essential, particularly as these practices evolve to meet the needs of an interconnected world. This study adopts a synergistic approach to examine globalisation’s effects on teacher education programmes. Through a comprehensive systematic literature review, the research synthesised qualitative studies published between 2010 and 2024, drawing from databases such as Web of Science and Scopus. The study presents findings in two parts. First, it identifies five (5) themes reflecting the impact of globalisation on teacher education curricula: curriculum development, professional identity, access and equity, policy and governance, and technology and innovation. Second, it identifies four (4) themes regarding the impact of global educational policies on local teacher training programmes: policy adaptation, quality assurance, professional development, and collaboration and partnerships. The study established that globalisation enables a synergistic integration of international educational benchmarks with local pedagogical needs, creating an effective framework for preparing teachers who are both globally competent and locally relevant. Future research should incorporate diverse methodologies and global perspectives to broaden the understanding of global practices in teacher education.
Article Details
References
Amadi, L. (2020). Globalisation and the changing liberal international order: A review of the literature. Research in Globalisation, 2, 100015. https://doi.org/10.1016/j.resglo.2020.100015
Arokiasamy, A. R. A. (2011). An analysis of globalisation and higher education in Malaysia. Australian Journal of Business and Management Research Perak Plaza Teh Teng Seng, 1(2), 73–81. https://doi.org/10.1007/s11092-008-9068-5
Beine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education Review, 41, 40-54. https://doi.org/10.1016/j.econedurev.2014.03.003
Beribe, M. F. B. (2023). The impact of globalisation on content and subjects in the curriculum in Madrasah Ibtidaiyah: Challenges and opportunities. At-Tasyrih: jurnal pendidikan dan hukum Islam, 9(1), 54-68. https://doi.org/10.55849/attasyrih.v9i1.157
Bhattacharjee, B., & Deb, K. (2016). Role of ICT in 21st-century teacher education. International Journal of Education and Information Studies, 6(1), 1-6.http://www.ripublication.com
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European journal of education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
Canli, S., & Demirtas, H. (2018). The impact of globalisation on teaching profession: The global teacher. Journal of Education and Training Studies, 6(1), 80-95. https://eric.ed.gov/?id=EJ1166097
Cochrane Style Guide Working Group (2016) “Cochrane Style Guide Basics.” Accessed at http://www.cochrane.org/style/csgbasics.html
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European journal of teacher education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399
Davies, O., & Egbuchu, S. (2019). Understanding the concept of globalisation. Academic Journal of Current Research, 6(5), 9-25.
Eriksen, T. H. (2020). Globalisation: The key concepts. Routledge. https://doi.org/10.4324/9781003085492
Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. In The educational forum (Vol. 77, No. 1, pp. 28-50). Taylor & Francis Group. https://doi.org/10.1080/00131725.2013.739017
Garcia, H. E. (2020). Optimizing globalisation will become possible with a new paradigm. Interdisciplinary Journal of Partnership Studies, 7(1), 4-4. https://doi.org/10.24926/ijps.v7i1.3029
Goodwin, A. L. (2020). Globalisation, global mindsets and teacher education. Action in Teacher Education, 42(1), 6-18. https://doi.org/10.1080/01626620.2019.1700848
Hamid, S. S. (2016). Transforming teacher education for the globalisation of education. NUML Journal of Critical Inquiry, 14(2), 70. https://www.numl.edu.pk/journals/subjects/1566363463article%205.pdf https://doi.org/10.1080/00219266.2023.2282428
Hutton, B., F. Catalá-López, and D. Moher (2016) “La Extensión De La Declaración PRISMA Para Revisiones Sistemáticas Que Incorporan Metaanálisis En Red: PRISMA-NMA.” MedClin (Barc) 147(6). https://doi.org/10.1016/j.medcli.2016.02.025
Ibrahim, A. (2013). Impact of globalisation in Africa. International Journal of Humanities and Social Science, 3, 15. http://dx.doi.org/10.2139/ssrn.4961363
Islam, M. R., Wahab, H. A., Burmester, C. F., & Chowdhury, S. R. (2019). Cultural globalisation: A critical analysis of identity crises in the developing economies. Globalisation and development: Economic and socio-cultural perspectives from emerging markets, 369-385. https://doi.org/10.1007/978-3-030-14370-1_16
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A. & Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved November 19, 2024 from https://www.learntechlib.org/p/171478/.
Keengwe, J. (2018). Globalisation, digital technology, and teacher education in the United States. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.366
Kopish, M., & Marques, W. (2020). Leveraging technology to promote global citizenship in teacher education in the United States and Brazil. Research in Social Sciences and Technology, 5(1), 45-69. https://doi.org/10.46303/ressat.05.01.3
McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of research on technology in education, 48(3), 194-211. https://doi.org/10.1080/15391523.2016.1175856
Moher, D., A. Liberati, J. Tetzlaff, and D. G. Altman and The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-analyses: The PRISMA Statement. PLoS Medicine 6 (7): e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mongeon, P., and A. Paul-Hus. (2016) “The journal coverage of Web of Science and Scopus: A Comparative Análisis.” Scientometrics 106 (1): 213–228. https://doi.org/10.1007/s11192-015-1765-5
Mpate, H. (2025). Biology teachers’ implementation of the competence-based curriculum in Tanzania: challenges and opportunities. Journal of Biological Education, 59(1), 16-36.
Mwandosya, G. I., Montero, C. S., Mbise, E. R., Lwoga, E. T., Casmir, R., & Mwasaga, M. N. (2018, December). Improving higher education institutions’ innovative teaching and learning in Tanzania through Information Communications Technology Tools. In 2018 International Conference on Intelligent and Innovative Computing Applications (ICONIC) (pp. 1-6). IEEE. http://hdl.handle.net/123456789/73976
Myers, J. P., & Rivero, K. (2020). Challenging preservice teachers’ understandings of globalisation: Critical knowledge for global citizenship education. The Journal of Social Studies Research, 44(4), 383-396. https://doi.org/10.1016/j.jssr.2020.05.004
Ngao, A. I., & Sang, G. (2024). How teachers enhance ICT integration practices within professional learning communities: a qualitative study in Tanzania. Journal of Professional Capital and Community, 9(4), 377-397. https://doi.org/10.1108/JPCC-04-2023-0029
Ojomah, S. O. (2017). Towards a cultural synergistic approach to globalisation (Master's thesis). http://hdl.handle.net/11250/2455694
Paine, L., Aydarova, E., & Syahril, I. (2017). Globalisation and teacher education. The SAGE handbook of research on teacher education, 2, 1133-1148. https://www.torrossa.com/en/resources/an/5018786#page=1224
Paine, L., Blömeke, S., & Aydarova, O. (2016). Teachers and teaching in the context of globalisation. Handbook of research on teaching, 5, 717-786. https://doi.org/10.3102/978-0-935302-48-6_11
Sherefetdinova, E. R. (2024). Globalisation and the shifting sands of cultural identity. Kokand University Research Base, 124-127. https://scholar.kokanduni.uz/index.php/rb/article/view/298
Singh, S. P. (2024). Changing scenario of globalisation and internationalization of higher education: recent trends of student’s mobility and causes. UNIVERSITY NEWS, 62, 154.
UNESCO. (2015). Education for All 2000-2015: Achievements and Challenges. https://www.unesco.org/gem-report/en/efa-achievements-challenges
Warioba, M. M., Machumu, H., Kulunga, K., & Mtweve, L. (2022). Adoption of ICT as a pedagogical tool in community secondary schools in Tanzania: Possibilities and Constraints. Education and Information Technologies, 1-24. https://doi.org/10.1007/s10639-021-10715-9
Wang, J., Lin, E., Spalding, E., Odell, S. J., & Klecka, C. L. (2011). Understanding teacher education in an era of globalisation. Journal of Teacher Education, 62(2), 115-120. https://doi.org/10.1177/0022487110394334
World Bank. (2020). The World Bank and globalisation: An overview. Retrieved from https://www.worldbank.org/en/programmes/knowledge-for-change/brief/Trade-and-globalisation
Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of teacher education, 61(5), 422-431. https://doi.org/10.1177/0022487110375802