It's More Than Where: Geography Teacher Preparation in the Twenty-First Century

The current study aimed to reveal how to prepare the teacher in light of the challenges of the twenty-first century and how can he Confrontation them?, The current study is based on a descriptive approach to monitoring the current reality of teacher preparation and the challenges it faces in the twenty-first century and How did the teacher prepare in the field of e-learning in terms of skills and competencies necessary for that field so that the teacher can meet these challenges and new developments In the modern era. The study results are summarized in terms of teacher preparation in the various disciplines, adequate preparation, whether it is before service or during it, and that the job of the teacher changes with the change of contemporary life and its requirements and then he has to adapt these changes in order to build a new generation, Whereas, The criteria for judging the level of education in any country is the level of teacher preparation and training programs, and this requires comprehensive preparation for the teacher, especially with the massive expansion in the amount of scientific and human knowledge. The study recommends that the teacher must keep abreast of everything new in his field, whether on the scientific or professional level, and acquire some skills and competencies that help to Keep up with the challenges of the twenty-first century and employ technology in the educational process.

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Envisioning Science Teacher Preparation for Twenty-First-Century Classrooms for Diversity: Some Tensions

Science Education for Diversity - Cultural Studies of Science Education ◽

10.1007/978-94-007-4563-6_11 ◽

2013 ◽

pp. 231-249 ◽

Cited By ~ 2

Author(s):

Norman Thomson ◽

Deborah J. Tippins

Keyword(s):

Teacher Preparation ◽

Science Teacher ◽

First Century ◽

Science Teacher Preparation ◽

Twenty First Century

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Contemporary teacher preparation programs are inadequate for the twenty‐first century

The Teacher Educator ◽

10.1080/08878739009554977 ◽

1990 ◽

Vol 26 (2) ◽

pp. 21-26 ◽

Cited By ~ 1

Author(s):

Leo D. Leonard ◽

Marilynn R. Leonard

Keyword(s):

Teacher Preparation ◽

First Century ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Twenty First Century

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Teacher Quality in the Twenty-First Century

Handbook of Research on Professional Development for Quality Teaching and Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0204-3.ch024 ◽

2016 ◽

pp. 496-516 ◽

Cited By ~ 1

Author(s):

Erik Jon Byker ◽

Tingting Xu ◽

Juan Chen

Keyword(s):

Teacher Preparation ◽

Empirical Studies ◽

First Century ◽

Human Beings ◽

Quality Teachers ◽

High Quality ◽

International Perspectives ◽

Technological Context ◽

The World ◽

Twenty First Century

In the twenty-first century, teachers and those who are preparing to become teachers are situated in a global and technological context. Such context necessitates that high quality teachers help to equip their learners to navigate an interconnected and interdependent world. Society's interconnectedness and interdependence means that the decisions made by an individual and a community affect the lives of other human beings around the world (Herrera, 2012). Being globally competent means understanding how the world is interrelated and the ways people can make a difference each other's lives. The purpose of this chapter is to describe and report on ways to develop globally competent teachers. The chapter also reports on the authors' empirical studies related to international perspectives on teacher preparation and the development of global competencies. The chapter concludes with empirical and practitioner-oriented recommendations for preparing high quality teachers to also be global competent.

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Technological innovation in twenty-first century multicultural teacher preparation

Journal for Multicultural Education ◽

10.1108/jme-02-2013-0005 ◽

2014 ◽

Vol 8 (1) ◽

pp. 54-67 ◽

Cited By ~ 6

Author(s):

Laura Blythe Liu ◽

Lottie L. Baker ◽

Natalie B. Milman

Keyword(s):

Teacher Preparation ◽

Technological Innovation ◽

Technology Use ◽

Comparative Method ◽

Systematic Investigation ◽

First Century ◽

Content Type ◽

Diverse Student ◽

Twenty First Century ◽

Multicultural Teacher

Purpose – An increasingly diverse student population coupled with rapid technological change makes it paramount to examine how technology is being employed in multicultural teacher preparation (MTP) to prepare US teachers to develop the knowledge, skills, and dispositions to foster globally minded, twenty-first century world citizens. The paper aims to discuss these issues. Design/methodology/approach – This review employs constant comparative method of analysis to examine empirical research on MTP practices employing technology to prepare teachers for the diverse student populations of twenty-first century classrooms. Although prior reviews have synthesized research findings on MTP, no systematic investigation has examined the role of technology in preparing teachers to support diverse learners. This review of research conducted from 2002 to 2012 explores how technology has been utilized in MTP to enhance face-to-face, online, and blended teacher preparation experiences. Findings – Collectively, research reviewed illustrates the power of harnessing technological innovation in preparing TCs as multicultural educators increasingly equipped with globally informed conceptions of diversity and pedagogical approaches for responding to twenty-first century equity issues – and to support their P-12 students in achieving similar goals. While the types and purposes of technology use in MTP varied across these studies, a trend was found in employing technology to contribute to equitable teaching and learning across international settings. In addition, analyses show study contexts varying from teacher preparation classrooms, to field placement settings, to faculty development workshops, both in the USA and abroad. Originality/value – This review encourages schools of education to redefine traditional teacher preparation methods and venture into the technology-shaped worlds of twenty-first-century students and their teachers.

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