Enhancement of school teacher education in developing countries: Egypt as a case study

• M.A. Zaki Ewiss ^[1] ; L. Olivo ^[2] ; S. Afifi ^[3]
  1. [1] Universidad del Cairo
  2. [2] International Organization of Science and Technology (Egipto)
  3. [3] Tiba Academy

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• Localización: EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies : July 4th-6th, 2022 / coord. por Luis Gómez Chova, Agustín López Martínez, Joanna Lees, 2022, ISBN 978-84-09-42484-9, págs. 1319-1329
• Idioma: inglés
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• Resumen

  • The success of education systems in developing countries depends on all material and human potentials. The teacher education system is multi-tributary and diverse, covering all levels of learning at pre-university and university levels. The graduation of teachers and teaching competence in these countries is supervised by many agencies such as universities, government departments, and independent institutions specifically established to train and educate teachers. The recruitment of millions of teachers in schools demonstrates the magnitude of this system. Revolutionary changes in knowledge transfer methods, rapid developments, the progress in teacher education and training are among the most critical challenges for teachers and educational institutions. The adoption of traditional methods of teaching the student teachers, resistance to time movement and the rapid development of various teaching technologies have created a lot of imbalances in the possibilities, standards and quality of teacher education institutions, just as in other education sectors. In this paper, we emphasize higher education concerning 'Teacher-Education/Training. Hence, as a Paradigm shift, we adopt new tools and techniques to re-orient 'school education' solely based on knowledge inputs and their proper integration into developing countries. The operational research approach is implemented to analyze the key domains, including all activities and practical processes involved in the teacher education system; knowledge and skills as vital inputs quality objectives; pre-requisites of teacher-education; and curriculum. The pedagogical issues are considered include elementary education, secondary education, practice teaching, and Curriculum issues. As a case study, we strengthen the refurbishing and revamping of teacher education in Egypt. Finally, to support a proper and holistic system of sustainable higher education. Our re-designing has to be more under the changed context of building a 'knowledge society'- based on foundations of an ancient, wisdom, culture, traditional, current socio-economic goals for all-round development of these countries.