Contemporary initial teacher training reforms in Egypt : a comparative and historical perspective.

This thesis investigates contemporary initial teacher training reforms in
Egypt within a comparative and historical context. It pays close attention to
the division between primary and secondary teachers as this is located at the
heart of reform processes. To achieve this, it reflects on the experience of
England, France and the United States, to identify lessons learned in teacher
training reform that could be applied or avoided in order to enhance initial
teacher education in Egypt. The thesis reviews reform efforts based on policy
decisions and educational practices that have taken place in initial teacher
training in Egypt, in particular contemporary changes. It examines the nature
of these reforms and how far they have been successful in achieving their aims.
It also interprets these changes more fully by listening to the voices of those
involved in the system.
The comparative and historical analysis of reform processes in teacher
training in the case studies and Egypt has shown a common pattern of
restructuring rather than values and principles. In particular, Egypt has shown
an interest in reforming initial teacher education that bears comparison with the
reform experience that has been carried out in England, France and the United
States.
Structural aspects of the system of teacher education are usually taken as
an indicator of the success of the policy and practice of teacher education. This
thesis suggests that more attention should be given to the underlying values and
principles of initial teacher education in Egypt rather than only the structural
aspects of the system. A social reconstructionist approach to teacher education
may help to promote a better future for teachers in Egypt