Global Examples of Approaches to Teacher Education in the 21st Century: Creating Theory-Practice Nexus through Collaboration

Global Examples of Approaches to Teacher Education in the 21st Century: Creating Theory-Practice Nexus through Collaboration

Catherine McLoughlin (Australian Catholic University, Australia) and Prathiba Nagabhushan (Australian Catholic University, Australia)
DOI: 10.4018/978-1-4666-5990-2.ch010
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Abstract

The field of teacher education has been evolving for several decades, and current approaches to teacher education aim to prepare preservice-teachers to teach diverse populations and develop a range of skills, dispositions, and attributes. Emerging models of teacher preparation recognize the disconnect that has occurred between theory and practice, as opposed to developing student teacher skills and knowledge of learning processes as they occur in both formal and informal settings. The current focus, teacher education (“training” is now a pejorative term) signals a significant shift in the field over the last three or four decades. Increasingly, there is a recognition that new teachers need theoretical, technological, content, and pedagogical knowledge skills to manage the realities of the 21st-century digital classroom and the capacity to connect theory to practice. There is a growing emphasis internationally on the need to create effective and systemic school-university partnerships to prepare teachers for the profession. The focus of the chapter is to outline the features of successful models of teacher education in Finland and Singapore and to highlight the value of an Australian partnership model that is school-based while bridging the theory-practice divide.

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