Abstract

This chapter discusses the context of the 1990 s in which teacher education policy has been formulated. The focus is on three of the areas that are pushing for change: a conceptual shift from teaching to learning, a focus on effective school results, and the implementation in many countries of systemic education reforms. Though reference is made to conditions and constraints affecting teacher education in developing countries, the discussion emphasizes policy in the Latin American region. Consideration is given to conditions for implementation and sustainability of what appears on paper as interesting policy orientations. The importance of networking and interchange is seen as an important factor for broadening policy formulation and learning from experiences in teacher education reform. © 2000 Elsevier Science Ltd. All rights reserved.