In Quest of the Globally Good Teacher: Exploring the need, the possibilities, and the main elements of a globally relevant core curriculum for teacher education

This primarily theoretical-philosophical study is aimed at identifying the main principles according to which a globally relevant core curriculum for teacher education could be devised at a critical juncture in human history. In order to do that, a Weberian ideal type of the globally good teacher is outlined. The notion of the globally good teacher refers to a teacher role, with the salient associated principles and action capabilities that, by rational criteria, would be relevant to the developmental challenges and possibilities of humanity as an entity, would be acceptable in any societal context across the globe, and would draw on wisdom and knowledge from a broad range of cultures. Teachers as world makers, implying a teacher role which is based on the most salient task of a teacher being the promotion of societal transformation towards a new cosmopolitan culture, is suggested as the essence of the globally good teacher. Such a role is enacted in three main aspects of an inspiring driving force, a responsive explorer, and a synergizing harmonizer, each manifested in a set of guiding principles and an action repertoire. Though a theoretical construct, the ideal type of the globally good teacher is shown to have been instantiated in the educational practices of teachers and teacher educators, as well as in national and international policy documents. Based on the characterization of the globally good teacher, the main elements for developing a globally relevant core curriculum for teacher education are concluded to be transformativity, normativity, and potentiality. The study closes with a discussion of the strategic possibilities for bringing the ideal type of the globally good teacher to bear upon the discourses and practices of teacher education.