Modern vs. Post-modern Teacher Education: Revealing Contrasts in Beliefs and Practices

Abstract

Based on the feedback collected from more than 140 instructors in an educational leadership program at a private university in Southwest U.S., there is an apparent "tension" stemming from the disconnect between what seems to be the belief sets and practices of the respondents in terms of modern and post-modern teacher education programs. There are encouraging signs that these individuals favor flexible curricula that allow for teacher autonomy in identifying appropriate pedagogies to meet the needs of specific groups of students, which aligns with post-modern practices. At the same time, there seems to be validation of a systematic (or "centralized") approach to student learning assessment based on which academic progress could be made and demonstrated, which continues the modern tradition in teacher education



Author Information
Marius Boboc, Cleveland State University, United States
R.D. Nordgren, National University, United States

Paper Information
Conference: ACE2013
Stream: Education

This paper is part of the ACE2013 Conference Proceedings (View)
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To cite this article:
Boboc M., & Nordgren R. (2014) Modern vs. Post-modern Teacher Education: Revealing Contrasts in Beliefs and Practices ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130282
To link to this article: https://doi.org/10.22492/2186-5892.20130282


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