Center for the Study of International Cooperation in EducationHiroshima University

Journal of International Cooperation in Education Vol.22 No.2, Vol.23 No.2 (December 2020)


Style and rules for contributors

Roles of Teachers in the SDG4 Age: An Introductory Note
 Kazuhiro Yoshida, CICE, Hiroshima University

How Does the Newly Added DAC Evaluation Criterion “Coherence” Contribute to Achieving the SDG Target 4.c for Teachers?

Yoko Ishida, CICE, Hiroshima University

International Cooperation in Teacher Training and the Supply of Qualified Teachers:
Lessons from the United States Peace Corps


Thomas F. Luschei, Claremont Graduate University

Amanda Spiegelberg, Claremont Graduate University
A Regional Approach to Improving Teacher Policy:
Lessons from Latin America


Sarah Stanton, Senior Associate, Education Program, Inter-American Dialogue

Michelle Guzmán, Inicia Educación

Lucila Malnatti, Fundación Varkey

Organization Constraints on Professional Development: An Exploration into How Institutional Frameworks Hold Back Teacher Training

Víctor Volman, Escuela de Educación-Universidad de San Andrés

Axel Mc Callum, Buenos Aires, Argentina
Targeting Teacher Education and Professional Development for Inclusion 

Katarzyna Kubacka, National Foundation for Educational Research, NFER
Anna Cristina D’Addio, Global Education Monitoring Report, UNESCO

A Critically Informed Teacher Education Curriculum in Global Citizenship Education:
Training Teachers as Field Experts and Contributors to Assessment and Monitoring of Goals

Susan Wiksten, University of California Los Angeles