Changing Educational Policies in the United States and India: Perspectives of Teacher Educators

Abstract

Educational policy changes are intertwined with teacher education at multiple levels, affecting teacher educators in a variety of ways. Despite the different contexts, teacher educators in the United States and India must fulfill a variety of roles in order to meet the demands within those contexts. This qualitative study compared the cases of seven teacher educators in Iowa in the United States and seven teacher educators in Delhi, India on their common experience of mandated policy changes. Collaboration was found to be central in the teacher education policy implementation process in Iowa, USA and Delhi, India.

Acknowledgments

The authors thank Dr. Susie Lubbers for assistance with data collection in the United States, Dr. Amita Gupta for assistance with logistics and data collection in India, and Ms. Sylvia Gillespie for editing assistance.

Additional information

Funding

The authors thank Drake University for research and travel funding.