Quality, Equity, Inclusion and Lifelong Learning in Pre-Service Teacher Education

Autor/inn/en	Sunthonkanokpong, Wisuit; Murphy, Elizabeth
Titel	Quality, Equity, Inclusion and Lifelong Learning in Pre-Service Teacher Education
Quelle	In: Journal of Teacher Education for Sustainability, 21 (2019) 2, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
DOI	10.2478/jtes-2019-0019
Schlagwörter	Educational Quality; Equal Education; Inclusion; Lifelong Learning; Preservice Teacher Education; Sustainable Development; Foreign Countries; Developing Nations; Educational Policy; Access to Education; Teacher Shortage; Thailand + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Inklusion; Life-long learning; Lebenslanges Lernen; Lehramtsstudiengang; Lehrerausbildung; Nachhaltige Entwicklung; Ausland; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Lehrermangel
Abstract	Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01