Reform of Teacher Education in the Asia-Pacific in the New Millennium

AbstractAs lead agency of the DESD, UNESCO focuses on partnerships to activate networks and projects in support of ESD. Established committees in Asia and the Pacific are enhancing coordination and cooperation throughout the region. At present, the focus is on mobilising the media, private sector and youth as key stakeholders in achieving ESD. UNESCO recognises the value of linkages and is linking to other programs such as teacher education and supporting existing institutions working in related fields of ESD. UNESCO is involved in a collaborative project to develop monitoring and reporting mechanisms for the DESD in Asia-Pacific. Awareness-raising is increasing understanding of ESD and encouraging active involvement of partners across the region.

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Learning for a Sustainable Environment: professional development and teacher education in environmental education in the Asia‐Pacific region

Environmental Education Research ◽

10.1080/1350462960020208 ◽

1996 ◽

Vol 2 (2) ◽

pp. 227-236 ◽

Cited By ~ 5

Author(s):

John Fien ◽

Peter Blaze Corcoran

Keyword(s):

Professional Development ◽

Teacher Education ◽

Environmental Education ◽

Asia Pacific ◽

Pacific Region ◽

Asia Pacific Region ◽

Sustainable Environment

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Teacher Education in a New Millennium: Pressures and Possibilities

Handbook of Teacher Education ◽

10.1007/1-4020-4773-8_1 ◽

2006 ◽

pp. 3-22 ◽

Cited By ~ 6

Author(s):

Tony Townsend ◽

Richard Bates

Keyword(s):

Teacher Education ◽

New Millennium

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Teacher Education and Inclusion in the Asia-Pacific Region

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.570 ◽

2019 ◽

Author(s):

Chris Forlin

Keyword(s):

Teacher Education ◽

Inclusive Education ◽

Teacher Educators ◽

Developed Countries ◽

Asia Pacific ◽

Strong Impact ◽

Effective Teacher ◽

Pacific Region ◽

Asia Pacific Region ◽

Individual Country

While countries across the Asia-Pacific region have since the early 2000s been very forthright in acknowledging the international conventions and declarations that promote inclusive education, there still seems to be a substantial gap between policy and school expectations in most educational systems. Many of the less developed countries have adopted the terminology in the Education For All framework and applied this within their own education policies. Thus, country policies promote an “inclusive approach to education” that enable children with disabilities to attend a regular school. Some policies go further and state that this should be with appropriate differentiation and support. Unfortunately, this is where the strength of the shift in education seems to end for many of the Asia-Pacific countries. There appears to be an ongoing lack of understanding that inclusion means that not all students will achieve through the “same old” ways and that outcomes will need to be different. In other words, governments promote inclusion through policy, but at the same time continue to expect schools to help all students to achieve the same curriculum, pedagogy, and assessment as the way to equity. Countries across the Asia-Pacific region, like elsewhere, vary enormously in their cultural diversity and in their ability to respond to inclusion. Models of teacher education, likewise, will vary and must be focused on what is contextually viable and culturally acceptable within each individual country. Cultural differences, beliefs, values, and understandings associated with inclusion and disability vary enormously across the Asia-Pacific region and are often firmly embedded within historical contexts. These invariably have strong impact on acceptance and in decision-making regarding what constitutes appropriate teacher preparation for working in more inclusive schools. Regardless of context, effective teacher education requires skilled teacher educators who have received full training in regard to inclusion and who are also aware of the needs of classroom teachers when asked to operate an inclusive classroom, within different cultural contexts, and the potential additional strains of large class sizes, and often limited resources. A variety of different models have been applied throughout the Asia-Pacific region to prepare teachers for inclusion with inconsistent outcomes.

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