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dc.contributor.authorBose, Sutapa
dc.coverage.spatialAsiaen_US
dc.date.accessioned2016-03-18T03:16:17Z
dc.date.available2016-03-18T03:16:17Z
dc.date.issued2010-11
dc.identifier.urihttp://hdl.handle.net/11599/2225
dc.description.abstractRevamping teacher education as a precondition for reforming school education is a leitmotif of many policy papers on educational reform. Yet the much criticised traditional practices continue to shackle teacher education. One of these is the delivery of instructions. It is still fastened to predominantly didactic approaches, upholding knowledge as product and human mind as container metaphors. This article argues that this approach is oblivious of teachers’ need for experiences that nurture reflection, innovation and lifelong learning that enable them to foster these abilities in their students, the future knowledge workers. Drawing upon the epistemological shift that frees knowledge from its concept as a product meant for linear transmission and amassing, collaborative knowledge application and creation by trainees have been considered as the aims of delivering instructions. Hence, a paradigm has been suggested that acknowledges the tacit nature of knowledge of teaching and rests upon the social constructivist approach to knowledge construction. The dimensions of the paradigm conceptualised are in the context of competencies required by knowledge workers - autonomy, innovation, lifelong learning, collaboration and use of technology for creating shared understanding.en_US
dc.language.isoenen_US
dc.subjectFormal Educationen_US
dc.subjectTeacher Educationen_US
dc.subjectLifelong Learningen_US
dc.subjectInnovationen_US
dc.subjectCollaborationen_US
dc.titleRedefining Instructional Strategy in Teacher Education in the Perspective of Knowledge Societyen_US
dc.typeWorking Paperen_US
dc.coverage.placeNameIndiaen_US


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