As we engage in the act of envisioning the role of the teacher and the shape of teacher education unfolding in the coming years, it would do us well to take note of the movement of ideas, globally, that have led to current thinking on teacher education. While the search for a philosophy of teacher education that satisfies the needs of our times continues, we seem to be converging on certain broad principles that should inform the enterprise. First, our thinking on teacher education is integrative and eclectic. It is free from the hold of ‘schools’ of philosophy and psychology. We also do not think of teacher education as a prescriptive endeavor; we want it to be open and flexible. Our emphasis is on changing contexts and our aim is to empower the teacher to relate himself/herself to them. Second, modern teacher education functions under a global canvas created by the concepts of ‘learning society’, ‘learning to learn’ and ‘inclusive education’. The concern is to make teacher education liberal, humanistic and responsive to the demands of inclusive education. The emphasis in teaching is not on didactic communication but on non-didactic and dialogical explorations. Third, modern pedagogy drives its inspiration more from sociological and anthropological insights on education. There is increasing recognition of the worth and potential of social context as a source for rejuvenating teaching and learning. Multi-cultural education and teaching for diversity are the needs of contemporary times. Fourth, we acknowledge the existence of a diversity of learning spaces and curriculum sites (farm, workplace, home, community and media) apart from the classroom we also appreciate the diversity of learning styles that children exhibit and learning contexts in which teachers have to function-oversized classrooms, language, ethnic and social diversities, children suffering disadvantages of different kinds. Lastly, we have realized the tentative and fluid nature of the so-called knowledge-base of teacher education. This makes reflective practice the central aim of teacher education. Teacher Education needs to built capacities in the teacher to construct knowledge, to deal with different contexts and to develop the abilities to discern and judge in moments of uncertainty and fluidity, characteristic of teaching-learning environments.
Teacher Education, Cuture, Psychology
