«Paradigm Shift in Pre-Service Teacher Education: Implications for Innovation and Practice»

Yin Cheong Cheng. Innovative Practices in Pre-Service Teacher Education. An Asia-Pacific Perspective, Cher Ping Lim, Kenneth Cock, Graeme Lock and Christopher Brook (Eds.), Rotterdam, Sense Publishers, 2009.

«The three waves of education reforms in different parts of the Asia-Pacific Region and beyond entail different types of teacher effectiveness: internal effectiveness, interface effectiveness and future effectiveness, which are based on completely different paradigms in education. Correspondingly, the major characteristics of three waves of pre-service teacher education and their innovations are different.

»The first wave of education reform emphasizes internal improvement and effectiveness of schools. Therefore, the paradigm of pre-service teacher education conceptualizes teacher effectiveness mainly as the internal effectiveness of teaching and work to achieve the planned school goals. The innovations in teacher education are often short-term, relating to improvement in delivery of planned professional knowledge, skills and attitudes to prospective teachers. There is a lack of systematic application of ICT.

»The second wave of education reform focuses on the interface between the school and the community. The concept of teacher interface effectiveness is to provide education services that satisfy the needs of stakeholders and are accountable to their schools and the public. Innovations in the second wave of teacher education focus mainly on enhancement of satisfaction of stakeholders such as policymakers, teacher employers, prospective teachers and community leaders.

»The third wave of education reform represents a paradigm shift towards school future effectiveness, which is relevant to the future needs and sustainable developments of individuals and the society. Therefore, the focus of teacher future effectiveness is on ensuring the relevance of aims, content, practices, and outcomes of teacher work to the multiple and sustainable developments for the future. The third wave of pre-service teacher education uses a future model with emphasis on CMI and triplization, aiming at creating unlimited opportunities for teachers’ continuous life-long learning and development with the support of networked human and ICT environment.

»As opposed to the first and second waves, the third wave pre-service teacher education in the Asia-Pacific region should have extensive innovations with the application of ICT in building up a networked environment for teachers’ individualized, localized and globalized professional learning and CMI development. Innovation with ICT plays a key role in ensuring the paradigm shift in pre-service teacher education.

»Although teachers’ internal effectiveness, interface effectiveness, and future effectiveness are based on different paradigms and they have different strengths and focuses, all of them can co-exist and, arguably, can still make a contribution to the practice of pre-service teacher education in the new century. They can be mutually supplementary to each other, taking internal improvement, interface satisfaction and accountability, and future relevance into consideration. I believe that preservice teacher education should facilitate prospective teachers to perform internal effectiveness, interface effectiveness, and future effectiveness for their schools.

»This would provide the new generation of teachers total teacher effectiveness. I hope that the analysis in this chapter provides a new comprehensive framework for local and international educators, researchers, and policy-makers to develop new teachers and conduct innovations in pre-service teacher education for the future.»

Innovation Typologies
Thematic Readings

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