ABSTRACT
This chapter gives an outline of the conceptual and methodological framework for the collection. Previous work has challenged neo-liberal instrumentalism in teacher education by focusing on the philosophical and political principles of the relationship between the development of trainee teachers’ personal moral and political values and what they were able to enact in their classrooms. Reflections arising from this approach led to a consideration of the part which might be played by adding a historical perspective to the philosophical and political dimensions. The outcome of these reflections is set out in this chapter as an experiment in the adoption of the historical ‘long view’ methodology and the application of the concept of historical consciousness’ within teacher education. This chapter goes on to elaborate on how this methodology, applied in international contexts, is intended to provide glimpses, again, of some of the first principles of values in teacher education which could inform how international teacher educators might address the current challenge of neo-liberal standards-driven training.
