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Expert views on: the future teacher

on Wed, 12/11/2013 - 17:35

2.2. The future teacher
 

Davies expects that teachers will increasingly be developing their own materials thanks to the availability of software tools and the related competencies developed in teacher education  [Davies, 15]. Furthermore he expects participation in Personal Learning Networks (PLN) as a form of continuing professional development to contribute to the development of skills needed to manage the “open classroom” [Davies, 16].

Although Lund expects the book as such will survive, he [Lund, 6] doubts - in contrast to Müller-Hartmann-  if coursebooks, also in the their hybrid form with media and Internet content supported components, are here to stay. The web offers loads of materials. At the same time this very vast supply of information makes that teachers will not become redundant: youngsters can find lots of content but the teacher is still needed to support the process of meaning making.
Related new teacher competences that he [Lund, 7] mentions include the ability to design learning environments, curriculum trajectories and communication activities based on an understanding of the effects of the choice of technologies to the learning and communication process.

Colpaert considers it of great importance that teachers take pride in their work and are able to feel comfortable in their learning environment [Colpaert, 2].
He expresses the hope that future teachers  – whatever the specific attributes of their role - can work in an environment where they can be themselves, experience little friction and can be proud of their work (self-efficacy) [Colpaert, 5].
In that context, he argues for a greater role for teachers themselves to contribute to the quality improvement of the learning environment in which they operate, in a systematic way (educational engineering). He invites them to actively participate in improvement of the quality of the learning environment in which they operate [Colpaert , 5.1]

Müller-Hartmann also attaches great value to the teacher’s comfort zone [Müller-Hartmann, 12]. He therefore calls for more attention in initial training and more time in professional development programmes for familiarisation with, both personally and professionally, innovations such as more learner-and task-oriented approaches and technology-enhanced telecollaboration [Müller-Hartmann, 14].