Prospective Teacher as Constructor of Knowledge in Pre-Service Teacher Education Programme

Abstract

The perspectives and experiences described in this study demonstrate the teacher educator's initiative in adapting ideas that characterise twenty-first-century teachers. Critical thinking and reflective classroom practice are cornerstones for developing competent teachers endowed with theoretical and applied skills, according to an increasing trend in teacher education and training. 'Engagement scholarship' and 'critical reflections,' which promote dialogue in education and training, are the foundations of conceptual ideas shared in this work. A critical examination of these two essential principles yields a conceptual framework for articulating tactics and strategies involving potential teachers in collaborative learning activities. Students' participation and critical reflective partnerships were observed and analysed. The action research findings contribute to the practical knowledge of ‎engaged scholarship and the development of critically reflective practitioners. The study supports the idea that moving away from traditional techniques and strategies necessitates an examination of teachers' requirements in a democratic, open, nondiscriminatory society. The action research findings show that aspiring teachers can create pedagogical content knowledge that applies to the real-world classroom experience