Writing Question

Learning Goal: I’m working on a writing discussion question and need an explanation and answer to help me learn.

STEP 2: RESOURCES

1. The readings for this module: Bray & Thomas, and Tatto & Hordern.
2. Continue to explore the TEDS-M Encyclopedia

We introduced the TEDS-M Encyclopedia in M4. This book presents a detailed description and analysis of the context and policies of the countries that participated in the TEDS-M study written by researchers who are citizens of those countries. It serves to provide additional context to the chapter by Tatto & Hordern. As you know this is a large book. We recommend that you read the introduction (p. 9- 14), and select at least two country chapters of interest to you to get a good sense of local insights and of the nature of comparative work.

Citation: Schwille, J., Ingvarson, L. & Holdgreve-Resendez, R. (2013). TEDS-M 2008 Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality Assurance in the Seventeen TEDS-M 2008 Countries. Amsterdam: IEA. [https://files.eric.ed.gov/fulltext/ED545243.pdf (Links to an external site.)]

STEP 3: REFLECT

In a 2 – 3 page double-spaced, Times New Roman, 12 point font response, synthesize your impressions of the resources you explored.

• The goal is to demonstrate thoughtful, well-reasoned engagement with the resources and to consider their potential for the field of education and to your specific context.
• Be sure to cite specific references using APA format.
• Address the following prompts to guide your writing:

1. 1. After studying the Bray and Thomas framework propose a possible study to explore the progress of the UNESCO’s SDG4 you selected in Paper 3 (these include the goal (e.g., planet) and the 2 targets (the education target and the implementation target, e.g., primary education, and teachers). Make sure you include your comparative research question and the three dimensions that your study will explore as per Bray and Thomas cube (p. 473-475). Note that the three dimensions refer to the three dimensions in Fig 1 ‘the cube’ in p. 475. These are: geographic/locational; nonlocational demographic groups; and aspects of education and society.
   2. On pages 486-487, Bray and Thomas discuss studies conducted by the IEA. After exploring the TEDS-M Encyclopedia, and reading Tatto & Hordern what would you add to the discussion of the benefits and challenges of IEA studies, and of comparative studies more generally?
   3. Thinking back to the TEDS-M Encyclopedia and considering UNESCO TARGET 4.7 ‘curricula’ (UNESCO, 2016, p. 289) what does the TEDS-M study add to the study of the teacher education curriculum in the TEDS-M countries that participated in the study?
   4. Compare information from two countries participating in the TEDS-M study. What aspects of interest to the study of country systems did you learn from this TEDS-M study, especially as you compare the information from two countries?