Abstract:
Educational systems in Australia and New Zealand have been subject to a bewildering variety of changes in the last two decades that have been intensely scrutinized and debated. However both countries enjoy favourable international opinion as reflected, for example, in the attainment and retention of high standing in international comparisons of student achievement. What happens then, when policies and practices that have proved successful in these two nations are used to inform a developing and changing system in an emerging nation state?
This paper discusses the impact of Australasian educational ideas on a pre-service teacher education program in a small Middle Eastern nation. An analysis of four years of research into the practicum, the internship and the role of mentor teachers is used to comment on the degree to which 'imported' practices have been able to contribute to creative solutions for an education system under review and development. Commentary about the use and issues of international 'policy borrowing' is also included.
This paper discusses the impact of Australasian educational ideas on a pre-service teacher education program in a small Middle Eastern nation. An analysis of four years of research into the practicum, the internship and the role of mentor teachers is used to comment on the degree to which 'imported' practices have been able to contribute to creative solutions for an education system under review and development. Commentary about the use and issues of international 'policy borrowing' is also included.