Rethinking teacher education in pandemic times and beyond

Low, Ee Ling

doi:10.1007/s10671-023-09337-4

Cited by 2 publications

(3 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the central pillar is a three-pronged set of values comprising Learner-Centredness, Teacher Identity, and Service to the Profession and Community. Taking its roots from the V 3 SK Model, the VbE Expanding Environment Approach articulates how pre-service teachers can nurture positive values and social and relational skills and build their teacher personhood (see Low, 2023c;Liu, 2022). The VbE approach is schematically realised as concentric circles that span from self to different spheres of societal, national, and global spheres (see Low, 2023c;Liu, 2022).…”

Section: Values-anchored Educationmentioning

confidence: 99%

“…This thinking is, however, unsustainable as we approach the second and third decades of the 21st century with multiple crises and disruptions. Many sociologists, scholars, and education stakeholders have called for the opportunity to reimagine education (Low, 2023a), and one aspect is to re-evaluate the "lifespan" of education (Low, 2023c). Learners are traditionally front-loaded with knowledge in the first quarter of their lives, which is expected to tide them through whatever future challenges and disruptions.…”

Section: Lifelong Education: Long Runways Multiple Pathwaysmentioning

confidence: 99%

“…While lifelong education is often seen in an individual's development journey from youth to adulthood, a systemic perspective may also be taken (Low, 2023c). And while many have advocated the need for high-quality teacher education programmes, teacher education has been largely seen as related but separate from foundational levels of education.…”

Section: Tablementioning

confidence: 99%

See 2 more Smart Citations

Education in a democratic and meritocratic society: Moving beyond thriving to flourishing

Low

2023

EPAA

View full text Add to dashboard Cite

Following multiple disruptions and crises, global education stakeholders grapple with the issue of how to prepare learners for a future wrought with uncertainty and unpredictability. During the COVID-19 pandemic that caused global school closures, disruptions to learning occurred in differing scopes and magnitudes across different countries. International organisations reported that some students have incurred a 1-to-3-year learning loss, which might have ramifications on their holistic development and, further down the line, their socioeconomic prospects. An equitable solution must be sought for the world to move beyond recovering to flourishing. This article attempts to elucidate the underlying principles of Singapore’s education system through Dewey’s concept of democracy and education, defined from an apolitical stance. For Singapore, democracy is also balanced with pragmatic meritocracy, which is upheld as a means to provide equal opportunities for all, regardless of socioeconomic background. This paper describes Singapore’s democratic and meritocratic society, setting the backdrop for an education system that seeks to develop its citizens into resilient, values-anchored, and lifelong learners ready to confront the challenges of the future.

show abstract