Teacher education policy discourse in the midst of system reorganisation and policy transfer: lessons for small and developing countries

Abstract

This paper looks into the way teacher education policy interacts with policy transfer and with the on-going devolution of education management competencies. Using the example of Kosovo and its teacher education policy discourse, the paper brings out important variables that must be addressed when dealing with policy transfer projects in transitional contexts. Besides highlighting the need to consider some of the research questions in policy transfer and comparative education research in order to accommodate the specifics of small developing countries, the paper suggests that education systems in transition should adopt an analytical view to policy transfer and compare over-time orientation while adopting professional motivation behind policy transfer. At the same time, replacing existing practices of policy reception phase focus with efforts to ensure meaning-making and re-contextualisation of new policies is crucial. This can avoid oversimplification of teacher education reform.