Table of Contents
1
Introduction - The role of history of education methodology in addressing the development of values in teacher education
Part One - the European Context: the impact of the demise of social democratic values on the development of values in teacher education
2 Beginnings: Values in teacher education in an era of social democracy in England
3 The Italian debate about the role of teacher and teacher education, a long dialectic between two opposing conceptions: educational intellectual or cultural employee
4 The educational ideals of Spanish schoolteachers: training, professional tensions and future uncertainties
Part Two - the American context: teacher educators who counter the neo-liberal accountability era by nurturing the values of long-term teacher researchers
5 The positive power of negative capability: long-term teacher researchers in the United States
Part Three – The South African post-conflict context: reproductive or transformative values in teacher education?
6 Teacher Education, values and transformation: an analysis of the longue durée of the process of learning to teach in South Africa
Part Four – The Japanese context: the implications of the depoliticization of education for teacher development in a neo-liberal era
7 Shifting values in education and teacher development in Japan
Conclusion
8 Conclusion - re-connecting the dialectic: implications of the ‘long view’ for the collaborative work of international teacher educators and their students
