The Need for Comparative Studies in Teacher Education

Teachers’ adequate preparation and development became a priority worldwide once education systems became formalized, beginning in the late 1600s with France’s first Normal School, the École Normale. But while preparing teachers became a global priority across countries, systems to prepare teachers emerged with distinctive cultural characteristics responding to national and local priorities. Over time, different models of teacher education evolved and transitioned from Normal Schools for teachers to preparation programs based in higher education institutions to alternative routes to becoming a teacher challenging long-established models. The rationale of these transformations has been varied, typically including a political element reflecting national priorities marked by the frequent introduction of reforms. But the efficacy of teacher education reform has been assumed rather than proven through careful and systematic study. The lack of attention to teacher education research is evident in the comparative education literature. While comparative studies of education have a long and distinguished trajectory, comparative studies of teacher education are relatively new. This chapter considers the history of comparative studies in teacher education. It examines the research literature in teacher education, looking for different approaches to comparison. It outlines the impact and challenges of using a comparative lens to improve teachers’ preparation and development locally and globally and calls for the need for comparative studies in teacher education able to inform policy and practice.