{"title":"Significance of Aristotle’s Teaching Practice for Modern Education","authors":"O. Donskikh","doi":"10.5772/INTECHOPEN.84180","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84180","url":null,"abstract":"The teaching experience of former systems of education is now enticing the attention not only of some specialists but also from practicing teachers of different levels, and their findings can be used by educators involved in the practical work at schools and universities. In this chapter, the significance of the Aristotle’s approach to education is discussed. Four aspects of his approach are specifically investigated: (1) the integrity of knowledge, (2) wonder as the beginning of knowledge, (3) oral communication as a specific way of creating knowledge, and (4) knowledge as a necessary element of way of life. While nowadays, the individuality is the primary value, and the accessibility of information is becoming almost absolute, these points of the Aristotle’s way of teaching are becoming crucial.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124847539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Culturally Relevant Teaching","authors":"Teboho Solomon Ngubane","doi":"10.5772/INTECHOPEN.84181","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84181","url":null,"abstract":"This chapter intends to highlight the importance of Relevant Teaching, hereinafter referred to as CRT within South African context in the twenty-first century. CRT will contribute towards achieving quality education. This chapter is conceptual by nature and a desktop literature was employed. CRT may have positive impact on the life of Africans because they have experienced poor education since the early 1900s after the Nationalist Party decided to develop a system of education that had a negative impact on the culture of African people as the backbone of their nation. In order to attempt addressing the culturally relevant teaching quest, this chapter discusses Bantu education, African Traditional Education, Western type of education, education as a foundation, ever changing needs, and curriculum as a core business for teaching.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124153258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development","authors":"M. Holmqvist","doi":"10.5772/INTECHOPEN.83417","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.83417","url":null,"abstract":"A major challenge for teacher education in the twenty-first century is to provide society with qualified teachers to teach and prepare the next generation of citizens. The situation in, for example, Sweden and South Africa faces huge issues concerning an increased lack of teachers in the future, as well as difficulties with teacher attrition. Examples from the USA show that up to 50% of new teachers quit working as teachers within 5 years. The difficulties with knowledge transfer to new generations, are a global threat. In this chapter, the deficiency of examined teachers is addressed in Section 1. This is followed by an overview of two key aspects of teachers’ professional development, namely bridging the gap between practice and theory to enhance teaching quality as well as the importance of practice-based professional development to maintain teachers to work as teacher in a long-term perspective. The results of a case study of students’ views on theories are presented, showing a strong experienced dichotomy between theory and practice, and difficulties to see how theories could be used to better understand classroom situations. Finally, a proposal of how to bridge the gap between theory and practice with designed modules is presented.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130885269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Difference of Teachers’ Beliefs Related to Students’ Practice of Confucian Analects: A Comparison among Three Chinese Fujian Ethnic Regions","authors":"Jong-Chao Hong, Ming-Yueh Hwang, Kai-Hsin Tai","doi":"10.5772/INTECHOPEN.82054","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.82054","url":null,"abstract":"Confucian culture is an important shared cultural characteristic in Chinese soci-eties. The transmissions under different historical effects lead to differences of perceiving students ’ practice of the Confucian Analects in society. The behaviors and beliefs of teachers represent their beliefs in observing students ’ moral practices. The present study examined students ’ practice of Confucian Analects observed by Chinese teachers in Fujian region of China, Taiwan, and Malaysia. Based on praxis approach, the present study contracted eight major constituents of Analects for explorative analysis. Seven hundred sixty questionnaires are returned and validated for explorative and comparative analyses. The results indicated that the constituents were correlated, and the teachers in the Fujian region thought that their students had the highest practice of the Confucian Analects, than Taiwan and Malaysia. The implication of this study suggested that cultural difference affects the perception of Chinese teachers in students ’ practice of Confucian Analects and can be deployed in educational settings to increase the life fulfillment of Confucian philosophy.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115165404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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