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Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa

Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa

Esther Ntuli, Arnold Nyarambi, Joachim Jack Agamba, Victor Ntuli
Copyright: © 2019 |Pages: 20
ISBN13: 9781522573050|ISBN10: 1522573054|EISBN13: 9781522573067
DOI: 10.4018/978-1-5225-7305-0.ch005
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MLA

Ntuli, Esther, et al. "Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa." Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 89-108. https://doi.org/10.4018/978-1-5225-7305-0.ch005

APA

Ntuli, E., Nyarambi, A., Agamba, J. J., & Ntuli, V. (2019). Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa. In I. Management Association (Ed.), Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 89-108). IGI Global. https://doi.org/10.4018/978-1-5225-7305-0.ch005

Chicago

Ntuli, Esther, et al. "Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa." In Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 89-108. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7305-0.ch005

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Abstract

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

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