Teacher Education in the 21st Century

Monyai, Reginald Botshabeng

Teacher Education in the 21st Century

Edited by Reginald Botshabeng Monyai

Abstract: A learner-centred curriculum provides space for the learner to be actively involved in knowledge production and learning. Such can only happen if the learner's confidence is boosted by a feeling of control and ability to manage his or her progress towards acquiring a qualification. The twenty-first century teacher must create an environment that not only supports the Four Pillars of Learning but also leads to learners being allowed a voice to ask pertinent questions. The teacher should be able to guide the student to full physical and mental maturity and should help to develop critical thinking, and the students should be encouraged to practice the truth and have self-respect and respect for other people. This can happen if the learner is afforded the opportunity to self-accept. If the learners fail to do so, they are likely to have lack of confidence, which will lead to lack of independence.

JEL-codes: I23 (search for similar items in EconPapers)
Date: 2019
ISBN: 978-1-78923-863-1
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Chapters in this book:

A Different Kind of Teacher for a Different Kind of School: John Fischetti
A Professional Development Program for Beginning High School Teachers: Cristina Maciel De Oliveira
Advanced Digital Competence of the Teacher: Marina Tsvetkova and Vladimir Kiryukhin
Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province: Georgina Gomba
Culturally Relevant Teaching: Teboho Ngubane
Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective: Ronnie Lidor and Yeshayahu Hutzler
Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development: Mona Holmqvist
Leagility in Pedagogy: Applying Logistics and Supply Chain Management Thinking to Higher Education: Roy Morien
Modernization and Development of Arts Education: Spiritual and Worldview Alternative: Olga Oleksiuk
Professional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences Teachers in the Bojanala District (North West Province): Florah M Teane
Prospective Teachers' Role in the Construction of Authentic Pedagogical Content Knowledge: Mamsi Ethel Khuzwayo
Significance of Aristotle's Teaching Practice for Modern Education: Oleg Donskikh
The Changing Landscape of Leadership in Early Childhood Education in China: Dora Ho, Wang Mo and Pan He
The Difference of Teachers' Beliefs Related to Students' Practice of Confucian Analects: A Comparison among Three Chinese Fujian Ethnic Regions: Jon-Chao Hong, Ming-Yueh Hwang and Kai-Hsin Tai
The Purposeful Teacher: Kirsi Tirri

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Persistent link: https://EconPapers.repec.org/RePEc:ito:pbooks:5635

DOI: 10.5772/intechopen.77621

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