Preparing Teachers for the 21st Century

Nonfiction, Reference & Language, Education & Teaching, Counseling & Guidance, Educational Theory, Educational Reform
Cover of the book Preparing Teachers for the 21st Century by , Springer Berlin Heidelberg
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Author: ISBN: 9783642369704
Publisher: Springer Berlin Heidelberg Publication: December 16, 2013
Imprint: Springer Language: English
Author:
ISBN: 9783642369704
Publisher: Springer Berlin Heidelberg
Publication: December 16, 2013
Imprint: Springer
Language: English

This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it.

In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it.

In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.

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