Recent Trends in Teacher Education with a Global Perspective: A Literature Survey

Abstract

In this era of globalization, teaching is becoming increasingly challenging and complex due to the increased rigor of the standards set for all students to reach and the level of thinking. Hence, to maintain parity with the changing needs of the 21st century learners, teacher preparation programmes are in need of innovation. With this background, the present article focuses on certain innovative pedagogies and practices those are needed to be practiced by the prospective teachers to cater the need of the hour. The article also suggests the means of channeling teacher behavior towards using active teaching methods in making education meaningful, ways of introducing Practice-based pedagogy and inquiry-based pedagogy to foster experiential learning and using culturally responsive pedagogy in multicultural classroom via meeting diverse needs of the learners. Besides, the author also discuss about the innovative practices like, Self-monitoring: observing one's own behavior, recording those observations, and analyzing those data to make decisions regarding how to improve one's performance, Professional collaboration: initiating this school-university partnership as teacher learning communities are emerging as a promising approach in enhancement of teaching and learning of the pupil-teachers, Co-teaching: educators work together to plan, organize, instruct and make assessments on the same group of students, sharing the same classroom. Apart from these, teacher preparation programs must incorporate dispositions to ensure holistic teacher education. Teacher education programs to emulate the process and pursue better understanding of teacher dispositions. Mentoring teachers during the induction years has long been recognized as a powerful means to support and accommodate new teachers to the profession. Teachers need support to address these challenges and implement STEM which is evolving as a discipline and includes challenging educational practices. A peer instruction program for teacher education may effectively promote changes in teachers’ pedagogical practices. Together and individually with the mediation of a more experienced peer, they might systematically think and reflect about their actions and roles as teachers. Again, situated learning as a means to support teachers make the expected pedagogic shift as envisaged through the teacher education reform effort in India. The present article is based on literature survey, with the objectives: 1. To identify the innovations in teacher preparation in the context of present era, 2. To suggest the way of implementation of the innovations, and 3. To address the plausible challenges towards introduction of those innovation in teacher preparation. The suggestions regarding the means of implementation of the proposed innovations contribute to the uniqueness of the study