Abstract
The publication of the Programme for International Student Assessment (PISA) 2009 (Cosgrove et al., 2010; Perkins et al., 2010) reading literacy results heralded a crisis of confidence in educational standards in Ireland. This article examines the national and international context of teacher education reform and the politics of the policy response to the perceived crisis. In essence, this response represents a system shift toward the global education reform movement (GERM) characterized by standardisation, narrowed curriculum focus, and stricter accountability.
| Original language | English |
|---|---|
| Pages (from-to) | 51-72 |
| Number of pages | 22 |
| Journal | Educational Forum |
| Volume | 77 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2013 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Ireland
- PISA 2009
- accountability
- policy
- teacher education
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