Helen Eikeland – författare

This genuinely novel, cutting-edge volume advocates for a teacher education system that re-balances the influences of modernity and tradition, providing a theoretical, critical examination of West-centred notions of teacher education development in order to demonstrate what a culturally re-appropriated teacher education programme of the future might look like.This book explores theoretical and research-focused ways to understand re-appropriation as a new and radical approach to international development generally and teacher training specifically, promoting experiential learning and the integration of indigenous perspectives with a modern system. Chapters showcase a rich variety of research and evidence from field-based studies, looking at contexts such as a mathematics teacher education programme in Nepal; migrant teacher experience in Norwegian schools; play-based pedagogy in early childhood education in Ghana; and conflict and climate education in teacher education in South Sudan. The book explores the concept of 'recognition' in teacher education institutions, that is, the linking of taught content to students' lifeworlds in order to bring the world of the classroom closer to the lived worlds of the teacher and pupil.This volume will appeal to scholars, researchers, and postgraduate students in the fields of teacher education, education and development, and educational policy and politics. Policymakers working at national and international levels, as well as NGOs will also find the volume of use.

This genuinely novel, cutting-edge volume advocates for a teacher education system that re-balances the influences of modernity and tradition, providing a theoretical, critical examination of West-centred notions of teacher education development in order to demonstrate what a culturally re-appropriated teacher education programme of the future might look like.This book explores theoretical and research-focused ways to understand re-appropriation as a new and radical approach to international development generally and teacher training specifically, promoting experiential learning and the integration of indigenous perspectives with a modern system. Chapters showcase a rich variety of research and evidence from field-based studies, looking at contexts such as a mathematics teacher education programme in Nepal; migrant teacher experience in Norwegian schools; play-based pedagogy in early childhood education in Ghana; and conflict and climate education in teacher education in South Sudan. The book explores the concept of 'recognition' in teacher education institutions, that is, the linking of taught content to students' lifeworlds in order to bring the world of the classroom closer to the lived worlds of the teacher and pupil.This volume will appeal to scholars, researchers, and postgraduate students in the fields of teacher education, education and development, and educational policy and politics. Policymakers working at national and international levels, as well as NGOs will also find the volume of use.