Teacher Education for an Uncertain Future: Implications of PISA’s Global Competence
In 2018, the Organisation for Economic Cooperation and Development’s (OECD) is set to introduce an assessment of Global Competence in its Programme for International Student Achievement (PISA). This assessment lays the foundation for a set of knowledge, skills, values and beliefs that the OECD considers necessary to become a globally competent citizen. Throughout this chapter, we identify and critique the intended socialising function of PISA’s Global Competence and consider its implications for Initial Teacher Education (ITE). We do this by drawing on Bernstein’s theoretical tools to engage in a critical analysis of PISA’s Global Competence framework. Our analysis reveals three key findings: (1) PISA’s Global Competence acts as a symbolic regulator of consciousness, (2) PISA’s Global Competence facilitates a new form of global pedagogic governance and (3) ITE can play an important role in either reproducing, disrupting or transforming the socialising function of PISA’s Global Competence. In conclusion, we argue that engaging with Comparative and International Education scholarship will prepare pre-service teachers to respond to the complexities and demands of an uncertain educational future within an increasingly globalised educational landscape.
KeywordsPISA Global competence Bernstein Initial teacher education Comparative and International Education
- Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Revised Ed). Lanham: Rowman & Littlefield Publishers Inc.Google Scholar
- Comparative and International Education. (2017). Comparative and International Education Society. http://www.cies.us.
- Henry, M., Lingard, B., Rizvi, F., & Taylor, S. (2001). The OECD, globalisation and education policy. Oxford: IAU Press.Google Scholar
- Labaree, D. F. (2014). Let’s measure what no one teaches: PISA, NCLB, and the shrinking aims of education. Teachers College Record, 116, 1–14.Google Scholar
- Lingard, B., & Sellar, S. (2016). The changing organizational and global significance of the OECD’s education work. The Handbook of Global Education Policy, 357–373. https://doi.org/10.1002/9781118468005.ch19.
- Münch, R. (2014). Education under the regime of PISA & Co: Global standards and local traditions in conflict-The case of Germany. Teachers College Record, 116, 1–1.Google Scholar
- OECD. (2016). Global competency for an inclusive world. Paris: OECD.Google Scholar
- OECD. (2017). PISA 2015 assessment and analytical framework (PISA). Paris: OECD: OECD Publishing. https://doi.org/10.1787/9789264281820-en.
- Robertson, S. L. (2008). “Remaking the World” neoliberalism and the transformation of education and teachers’ Labor. In L. Weiner & M. Compton (Eds.), The global assault on teaching, teachers, and their unions stories for resistance (pp. 11–27). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230611702.
- Robertson, S. L. (2016). The global governance of teachers’ work. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The handbook of global education policy (pp. 275–290). West Sussex: John Wiley & Sons. https://doi.org/10.1002/9781118468005.ch15.
- Robertson, S. L., & Sorensen, T. (2017). Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work. European Educational Research Journal, 0(0), 1–19. https://doi.org/10.1177/1474904117724573.
- Sellar, S., & Lingard, B. (2013). PISA and the expanding role of the OECD in global educational governance. In H.-D. Meyer (Ed.), PISA, power, and policy: The emergence of global governance (pp. 185–206). Oxford, United Kingdom: Symposium Books.Google Scholar
- Shah, R., McCormick, A., & Thomas, M. A. M. (2017). Shifting tides: Reflecting on regional aspects of our roles as comparative and international educators. The International Education Journal: Comparative Perspectives, 16(3), 49–68.Google Scholar
- Tröhler, D., Meyer, H.-D., Labaree, D. F., & Hutt, E. (2014). Accountability: Antecedents, power, and processes. Teachers College Record, 116, 1–12.Google Scholar
- Tyler, W. (2010). Towering TIMSS or leaning PISA? Vertical and horizontal models of international testing regimes. In P. Singh, A. R. Sadovnik, & S. F. Semel (Eds.), Toolkits, translation devices and conceptual accounts: Essays on Basil Bernstein’s sociology of knowledge (pp 143 – 159). New York: Peter Lang.Google Scholar
- Volante, L., & Fazio, X. (2018). PISA, policy, and global educational governance. In L. Volante (Ed.), The PISA effect on global educational governance (pp. 3–14). New York: Routledge.Google Scholar
- Woodward, R. (2009). The Organisation for economic co-operation and development. New York: Routledge.Google Scholar
- Wiseman, A. W. (2013). Policy responses to PISA in comparative perspective. In H.-D. Meyer & A. Benavot (Eds.), PISA, power, and policy: The emergence of global educational governance (pp. 303–322). Oxford, U.K: Symposium Books.Google Scholar