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

Yin Cheong Cheng

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

In: Innovative Practices in Pre-Service Teacher Education

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Yin Cheong Cheng

Yin Cheong Cheng Hong Kong Institute of Education Hong Kong

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Type:: Chapter

Pages:: 1–22

DOI:: https://doi.org/10.1163/9789087907532_002

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Following in the wake of educational reforms in the Asia-Pacific region, there have been signs of a paradigm shift in school and teacher education towards the third wave since the turn of the 21^st century. This chapter aims to point out that in different paradigms the nature of learning and the role of the teacher are completely different; the theory and practice of pre-service teacher education are experiencing a shift towards the new paradigm, with its emphasis on globalization, localization and individualization, contextualized multiple intelligences and life-long professional learning in the process of teacher development. From this new paradigm, the chapter also draws implications for innovation and practice in pre-service teacher education in the Asia-Pacific region.

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Innovative Practices in Pre-Service Teacher Education

An Asia-Pacific Perspective

Series: Contemporary Approaches to Research in Learning Innovations, Volume: 1

Cover Innovative Practices in Pre-Service Teacher Education

E-Book ISBN:: 9789087907532

Publisher:: Brill

Print Publication Date:: 01 Jan 2009

Subjects
- Education
  - Teacher Education

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

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Innovative Practices in Pre-Service Teacher Education

An Asia-Pacific Perspective

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