A Model of Continuous Teacher Training For Changing Pedagogical Practice That Works

Abstract

We live in the midst of the rapidly evolving 4th industrial revolution, which is bringing profound changes to our world. In the realm of education, a pivotal question arises: What kind of learners does society demand upon their exit from the educational system? What key accomplishments must learners attain to seamlessly integrate into a dynamically changing world? What knowledge, skills, and competencies should schools foster in their students, and how can this be achieved? This document introduces a proven model of teacher education designed to revolutionize pedagogical practices. The model empowers teachers to update their teaching methodologies, ensuring students develop cognitive levels, skills, and competences on an equitable basis. Developed over years of practical application as a pedagogical consultant in continuing teacher education, the model is informed by diverse teacher responses from surveys, interviews, and anecdotal evidence. Following seminars and extensive project training, teachers consistently provide feedback on transformative shifts in their teaching practices, emphasizing the paramount challenge of altering attitudes and beliefs guiding their teaching. The process of transforming teaching practices necessitates a fundamental reconsideration of the roles of both learners and teachers, shifting from passive learning to active engagement, transcending single-subject teaching to embrace interdisciplinarity, and ultimately converting schools into learning communities. This teacher training model complements the didactic aspect of pedagogical practices. Just as students continually enhance their subject knowledge, teachers too must improve their expertise through ongoing training. They test and apply didactic models grounded in social constructivism acquired during seminars, ensuring a continuous evolution in their teaching approaches.