This document is a chapter from a teacher education curriculum framework. It discusses how to put a process-based teacher education curriculum into practice, focusing on developing reflective teachers. It compares current dominant practices with the proposed approach and details key components like Teacher Learning Centres (TLCs), internships, and the importance of theory-practice dialectic.
This document is a chapter from a teacher education curriculum framework. It is written for teacher educators, curriculum designers, and policymakers involved in pre-service and in-service teacher training. The chapter focuses on how to transact a process-based teacher education curriculum and evaluate the developing teacher.
The text opens by contrasting the dominant practice of teacher education with a proposed process-based approach. It presents a table that juxtaposes current practices, such as focusing on psychological aspects of learners, with proposed ones that emphasize understanding social, cultural, and political contexts. It also contrasts theory as a given with knowledge generated through experience and critical enquiry.
The chapter then discusses key aspects of transacting the curriculum, including teaching adult learners, bringing learners' own experiences to the center, and engaging with theoretical concepts. It emphasizes the need for training reflective practitioners and highlights the importance of a theory-practice dialectic. It also covers the need for meaningful internship and school experience, where trainees engage with learners and schools.
A significant portion of the document is dedicated to Teacher Learning Centres (TLCs). It describes TLCs as structural spaces for hands-on experience, resources for trainees and practitioners, forums for interaction and sharing, and platforms for classroom-based research. The text explains how TLCs support self-directed activities and help break the habit of relying solely on textbooks.
The document concludes by outlining the need for complementary structures and mechanisms to support the proposed curriculum transaction. It stresses the importance of interdisciplinary theory courses with field-based units and the establishment of resource centres. The chapter provides a conceptual framework for these centres, emphasizing their role in grounding teacher education within classroom and societal contexts.