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ERIC Number: EJ1180113
Record Type: Journal
Publication Date: 2018
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-956X
EISSN: N/A
Reframing Teacher Education for Learning Equity
Fischetti, John
Peabody Journal of Education, v93 n3 p267-271 2018
The current models of teacher education in the Western world are still largely based upon the building of students' knowledge and skills using approaches similar to those designed for the assembly lines of the past. The prevailing model of schooling is still centered around the notion that schools are places young people go to watch their teacher work. In the advent of the innovation age, teacher education requires reinvention around the emerging knowledge base about learning and the key role teachers play in addressing issues of equity and student success in this rapidly changing and complex world.A panel of eminent international scholars, from a range of fields, formulated evidence-based frameworks to guide future teacher education models globally. The frameworks focus on "learning equity." In addition, the team launched a cloud-based Learning Equity Research and Resource Center, hosting some of the planet's best scholarly and applied research on learning sciences and equity-based practices. The team's research agenda is grounded in learning theory, cognitive science, technology, social justice, and an equity mission to provide learning environments and quality teachers that enable the potential of all children. The Global Learning Equity Network (GLEN) challenges the preparation of a new kind of teacher for a new kind of school, one built on a learning center rather than a testing center model. GLEN's research, resources, and frameworks are designed to assist new teachers to enable all children to discover their passion(s), grow their talents, and be inspired to lead healthy, happy, and productive lives.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A