Abstract
In the last decade, Australian teacher education programs have gone through
a shift to accommodate the Commonwealth Government’s aim of global best
practices and international assessment benchmarks. Higher education service
providers adapted to that agenda by tailoring programs toward government
standards. These standards are reflected in a range of programs and curriculum
offerings by educational institutions to prepare pre-service teachers for career
teaching. An appraisal of the teacher education curriculum against the intentions
of national goals sees a narrowing of teaching initiatives. These initiatives
and goals are primarily restricted to specialist curriculum areas and specific
professional skills. Pre-service teachers currently enter schools without adequate
educational foundational knowledge and without a philosophical understanding of
how to engage and develop creative minds in 21st-century teaching and learning.
In this paper, we argue that the foundation of achieving creative minds is through
the integration of philosophy of education within the Australian curriculum use of
explicit and implicit teaching models.
a shift to accommodate the Commonwealth Government’s aim of global best
practices and international assessment benchmarks. Higher education service
providers adapted to that agenda by tailoring programs toward government
standards. These standards are reflected in a range of programs and curriculum
offerings by educational institutions to prepare pre-service teachers for career
teaching. An appraisal of the teacher education curriculum against the intentions
of national goals sees a narrowing of teaching initiatives. These initiatives
and goals are primarily restricted to specialist curriculum areas and specific
professional skills. Pre-service teachers currently enter schools without adequate
educational foundational knowledge and without a philosophical understanding of
how to engage and develop creative minds in 21st-century teaching and learning.
In this paper, we argue that the foundation of achieving creative minds is through
the integration of philosophy of education within the Australian curriculum use of
explicit and implicit teaching models.
| Original language | English |
|---|---|
| Title of host publication | African Education and Diaspora Studies |
| Editors | Stephen D. Bolaji, Adesoji Oni, Stella C. Anyama |
| Place of Publication | Darwin |
| Publisher | Charles Darwin University |
| Chapter | 1 |
| Pages | 1-11 |
| Number of pages | 11 |
| Edition | 1 |
| ISBN (Electronic) | 978-0-6487995-1-1 |
| ISBN (Print) | 978-0-6487995-0-4 |
| Publication status | Published - 15 Jul 2022 |