International organizations and the perspectives for teacher education in the framework of the e2030 agenda

Abstract

This study, in the context of sustainable development, analyzes guidelines for teacher education from emblematic international organizations, as of 2015, such as the United Nations Educational, Scientific and Cultural Organization and the International Institute for Higher Education in Latin America and the Caribbean. The research is characterized as a literature and document review, with a qualitative approach, based on textual discourse analysis. The results point to three analytical axes: policies for teacher education; internationalization in teacher education; and career and professional development. The analyses indicate that cooperation is a structuring axis concerning teacher education. There is a promising direction for interdisciplinary and inter-institutional dialogue, which requires individual and collective effort at the institutional, regional, and global levels. For Latin America and the Caribbean, this process must encompass sustainable development, based on a relationship between equals and o regional integration.