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Teacher Professional Development in an Era of Global Change : Discourse on Teachers' Identities as an Emerging Area of Teacher Professional development
| Content Provider | Semantic Scholar |
|---|---|
| Author | Anamuah-Mensah, Jophus |
| Copyright Year | 2011 |
| Abstract | Teacher professional development faces a major challenge worldwide but the challenge is most acute in sub-Saharan Africa. According to UNESCO (2010) estimates, 10 million teachers are needed worldwide to meet increasing enrolment due to positive progress with the Education for All goals. Sub-Saharan Africa (SSA) alone requires about 4 million quality teachers at the primary level by 2015 to fi ll existing posts and new posts created to reach universal primary education. This is only part of the story. We are not including the teacher requirement needed to meet the increasing expansion of secondary education. To complicate matters, the relentless advance of technology and the diminishing halflife of knowledge coupled with the drastic changes in the world economy place new demands on education from the business world. Graduates from the school system are required to think creatively, innovatively and critically; solve a range of problems, work in teams, and communicate clearly. They are also required to have certain basic literacies –financial, economic, business, information, ICT and media if they are to meet the demands of the 21 century. Teachers will have to acquire and be well-versed in these skills themselves, if they have to teach them to their students. |
| Starting Page | 43 |
| Ending Page | 52 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| Volume Number | 4 |
| Alternate Webpage(s) | https://home.hiroshima-u.ac.jp/cice/wp-content/uploads/publications/series/4-3/4-3-6.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
