The Transition-Reform Dilemma: Kosovo--Emerging Democracy and Resistance Factors at Its Faculty of Education

Autor/inn/en	Breca, Svetlana; Anderson, Kirk
Titel	The Transition-Reform Dilemma: Kosovo--Emerging Democracy and Resistance Factors at Its Faculty of Education
Quelle	In: Interchange: A Quarterly Review of Education, 41 (2010) 2, S.185-200 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-010-9115-2
Schlagwörter	Preservice Teacher Education; Democracy; Elections; Foreign Countries; College Administration; Deans; Teacher Educators; Schools of Education; Educational Change; War; Politics of Education; Educational Administration; Educational Principles; Resistance to Change; College Environment; Kosovo + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Demokratie; Election; Wahl; Ausland; College administrators; Hochschulverwaltung; Dean; Dekan; Teacher education; Education; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Bildungsreform; Krieg; Educational policy; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsprinzip; Hochschulumwelt
Abstract	Kosovo emerged from a period of conflict with Serbia only after an extensive NATO bombing campaign against Serbia. While the final political status seems settled with its declaration of independence in 2008, much remains to be determined. Preceding the declaration of independence and following it, Kosovo is an emerging democracy which is actively developing its own distinct institutions. In support of teacher development in Kosovo is the Kosovo Educator Development Program (KEDP) which was to act as the lead agency for teacher training in the region. The KEDP was an $8 million development initiative funded by the Canadian International Development Agency (CIDA). As the lead agency for teacher training promoted a major reform of preservice teacher training, and in particular the establishment of a new Faculty of Education for the University of Prishtina (UP). By the end of 2004, the consensus was that the new Faculty of Education seemed to be a success but that it was still in a very fragile state. Fragile indeed--the reform process has been seriously challenged as the initial and reformed-minded Dean was replaced in controversial (allegedly illegal) decanal elections which installed a more conservative and anti-reformist Dean and Pro-Deans. Each side has strong views, but what are they? What are the issues of the antagonists and protagonists in this dispute? To answer these questions the authors will discuss the changing context of Kosovo teacher education, and using a reflective narrative as a methodology will frame the perspectives key sources and their views of the reform challenges facing to new Faculty of Education. This is followed by a discussion seeking a greater understanding of these conflicting perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10