Abstract
Teacher quality is a “highly contested” concept (Organisation for Economic Co-Operation and Development in Teachers matter: Attracting, developing and retaining effective teachers. OECD Publishing, 2005), and measuring teacher quality across international settings proves to be equally perplexing in our assessment-driven twenty-first century global society. The work of teacher educators also must evolve to keep pace with our twenty-first century global complexity, and involve a lifelong learning that is “not limited by any space, institution or diploma” (Cobo in The Curriculum Journal, 24(1), 67–85, 2013). International teacher educator professional development emerges. This study draws upon the Confucian concept of ren as it evolved amidst the regional conflicts of ancient China, and applies this concept to our twenty-first century global society. A question that emerges is if and how ren may serve as a meaningful modern guide for our globally multicultural society. Teacher educator international professional development involves building a relational wholeness cultivated by looking in to look out, and reaching up to reach down. In this, three intersections are key: (1) personal and professional development; (2) research- and practice-based development; and (3) aesthetic and pragmatic development. Adding to the international teacher educator professional development as 仁 (ren), each of these contributes to a more benevolent, harmonious twenty-first century global society.
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Liu, L.B. (2015). Teacher Educator Quality and Professional Development in an Era of Globalization. In: Teacher Educator International Professional Development as Ren. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-46971-2_2
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