Open access peer-reviewed Edited Volume

Teacher Education in the 21st Century

Edited by Reginald Monyai

University of South Africa

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.

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IntechOpen
Teacher Education in the 21st CenturyEdited by Reginald Monyai

Published: May 2nd 2019

DOI: 10.5772/intechopen.77621

ISBN: 978-1-78923-864-8

Print ISBN: 978-1-78923-863-1

eBook (PDF) ISBN: 978-1-83880-640-8

Copyright year: 2019

Books open for chapter submissions

7174 Total Chapter Downloads

2 Crossref Citations

2 Dimensions Citations

chaptersDownloads

Open access peer-reviewed

1. A Different Kind of Teacher for a Different Kind of School

By John Fischetti

399

Open access peer-reviewed

2. Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective

By Ronnie Lidor and Yeshayahu Hutzler

738

Open access peer-reviewed

3. The Difference of Teachers’ Beliefs Related to Students’ Practice of Confucian Analects: A Comparison among Three Chinese Fujian Ethnic Regions

By Jon-Chao Hong, Ming-Yueh Hwang and Kai-Hsin Tai

279

Open access peer-reviewed

4. Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development

By Mona Holmqvist

783

Open access peer-reviewed

5. Prospective Teachers’ Role in the Construction of Authentic Pedagogical Content Knowledge

By Mamsi Ethel Khuzwayo

309

Open access peer-reviewed

6. A Professional Development Program for Beginning High School Teachers

By Cristina Maciel de Oliveira

319

Open access peer-reviewed

7. Modernization and Development of Arts Education: Spiritual and Worldview Alternative

By Olga Oleksiuk

243

Open access peer-reviewed

8. Significance of Aristotle’s Teaching Practice for Modern Education

By Oleg A. Donskikh

984

Open access peer-reviewed

9. Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province

By Gomba Georgina Kedibone Bernadine

1290

Open access peer-reviewed

10. Culturally Relevant Teaching

By Teboho Solomon Ngubane

201

Open access peer-reviewed

11. Professional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences Teachers in the Bojanala District (North West Province)

By Florah Moleko Teane

207

Open access peer-reviewed

12. The Changing Landscape of Leadership in Early Childhood Education in China

By Dora Ho, Mo Wang and Pan He

548

Open access peer-reviewed

13. Advanced Digital Competence of the Teacher

By Marina S. Tsvetkova and Vladimir M. Kiryukhin

222

Open access peer-reviewed

14. Leagility in Pedagogy: Applying Logistics and Supply Chain Management Thinking to Higher Education

By Roy I. Morien

268

Open access peer-reviewed

15. The Purposeful Teacher

By Kirsi Tirri

404

Edited Volume and chapters are indexed in

  • Worldcat
  • OpenAIRE
  • Google Scholar
  • AZ ebsco
  • Base
  • CNKI

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