This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.

Professional Development of Educators: The International Education Context

Professional Development of Educators: The International Education Context

Professional development of educators: The international education context

Establishing the Context

Writing about international education is fraught with potential pitfalls, arising not least from the differences in terminology adopted in different parts of the world – even among those who are native speakers of the language in which this chapter is written. The chapter will thus begin by defining the context in which it is set and the terminology to be used. It has been established earlier in this volume that the very concept of international education from which the Handbook derives its title is open to interpretation: in describing what she refers to as the ‘big terminology debate’, for instance, Harriet Marshall refers to terms including development education, ...

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