Teacher education for a new world

Abstract

In a world climate which is increasingly closing down as far as alternative political and social options are concerned, Cyprus as a small semioccupied country with great European aspirations is facing a number of very serious dilemmas and teachers are faced with an extremely difficult task. The citizens they are preparing have to be passionate enough to claim a GreekCypriot identity; have to be tolerant and accommodating enough to live and work with Turkish-Cypriots in a re-united country, which is the main political goal of the Republic of Cyprus; have to be open-minded enough to look to a European future; and have to be ready and able to function in a globalized context. How can such a citizen be 'formulated' when there appear to be immense contradictions between what is required for each goal? What are the priorities and how are they defined? This article will attempt to address these complex issues and arrive at some conclusions regarding teacher education for a very complex new world.

Underpinnings of adult learning in formal teacher professional development in Cyprus

“…As a result of political and economic concerns, structures of educational administration, curriculum development and policy-making remain highly centralized. Recruiting teachers is easy due to guaranteed employment and job security at the end of it (Phtiaka, 2002). The Adult learning in formal teacher professional development 129 teacher-training system appears as centrally determined and supply driven, and functions on a purely individual basis in isolation to teacher and school needs .…”

Teacher professional development in Cyprus: reflections on current trends and challenges in policy and practices

“…Recruiting teachers is easy due to guaranteed employment and job security at the end of it (Phtiaka, 2002). Teaching appears as a popular profession because of the convenient school timetable and extended school holidays.…”

Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education

“…And I, at 33, ironically born the same year as the Pedagogical Academy, was to attempt with my colleagues to formulate and teach, within University coordinates now, a new type of Cypriot teacher: a teacher confident of her Greek-Christian identity, a teacher who would develop to become a reflective practitioner, a critical thinker, an active citizen, a tolerant human being, a European member, a globetrotter. A teacher who would be willing and able to live, and teach the young people to live, with 'the other' (Phtiaka, 2002). Obviously, twelve years were not enough for this vision to take a firm hold.…”

“…Papastephanou quoted in Phtiaka (2002) argues that education should promote the student's encounter with the other in society and in this process heighten their ability for constructive self-critique and self-reflection. And this is exactly what Cypriot education has failed to do with every form of otherness.…”