Preface

Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning [1] corroborates the ethos of the Freedom Charter on education, which is that "the doors of learning and culture shall be open to all" [2]. This type of education, which has been promised to all, tends to be elusive to most learners because of gender discrimination, racial violence, long distances, learneron-teacher violence, and a litany of other compromising factors. Teacher training is charged with a noble but onerous task of ensuring that all citizens reach the promised land of equitable quality education.

The book is divided into three sections: Section 1. Inclusivity in Teaching and Learning; Section 2. Teacher Development; and Section 3. Teaching as Practice. In Section 1, Dr. Monyai presents the introductory chapter, introducing the different chapters, in line with the ideal characteristics of the 21st century teacher. Professor John Fischetti from Australia argues that learning should be a "for all" phenomenon, instead of the traditional teacher-centred endeavour. Children, he contends, are citizens of the 21st century, and education must adapt to their needs now, not later. Education systems have to churn out teachers who are prepared for this century learners. He emphasizes the fact that we can achieve a seamless transition to unleashing the potential of these learners by preparing new teachers differently, instead of fooling them into believing that they are the sole custodians of knowledge.

Professors Ronnie Lidor and Yeshayahu Hutzler of the Wingate Institute, Netanya, Israel, address the inclusion challenge in teacher training. Basically, they contend that teacher trainees with disabilities should be enabled to take an active part in an existing teacher preparation program (TPP) in physical education to bring them to the same level as other students. There should not necessarily be special schools for them because the inclusion principle is that all learners must feel valued, in spite of ability.

Professors Jon-Chao Hong, Ming-Yueh Hwang, and Kai-Hsin Tai from Taipei discuss the virtues of benevolence, courtesy, and righteousness as analects that cut across three Asian regions, and have become a connecting fibre in teaching and learning. Essentially, citizens are taught these principles to ensure that no one feels left out both in the classroom and in life in general.

In Section 2, Professor Mona Holmqvist from Sweden argues that a major challenge for teacher education in the 21st century is to train good qualified teachers to teach and prepare the next generation of citizens. Teacher trainees should leave lecture halls ready for the classroom and pedagogic content knowledge cannot be overemphasized.

Professor Mamsi Ethel Khuzwayo from South Africa, in her chapter "Prospective Teachers' Role in the Construction of Authentic Pedagogical Content Knowledge," makes a finding that prospective teachers have the potential to develop, through proper training and preparation, pedagogical content knowledge, which is relevant

**II**

**Chapter 8 113**

Teaching as Practice **127**

**Chapter 9 129**

**Chapter 10 141**

**Chapter 11 153**

**Chapter 12 167**

**Chapter 13 187**

**Chapter 14 199**

**Chapter 15 221**

Leagility in Pedagogy: Applying Logistics and Supply Chain Management

South Africa: Experiences of Life Sciences Teachers in the Bojanala District

The Changing Landscape of Leadership in Early Childhood Education

Significance of Aristotle's Teaching Practice for Modern Education

Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province

Professional Development as a Panacea for Lively Classrooms in

*by Oleg A. Donskikh*

*by Gomba Georgina Kedibone Bernadine*

Culturally Relevant Teaching *by Teboho Solomon Ngubane*

(North West Province) *by Florah Moleko Teane*

*by Dora Ho, Mo Wang and Pan He*

Thinking to Higher Education

The Purposeful Teacher

*by Roy I. Morien*

*by Kirsi Tirri*

Advanced Digital Competence of the Teacher *by Marina S. Tsvetkova and Vladimir M. Kiryukhin*

in China

**Section 3**

to real-life classroom experience. This pedagogical content knowledge should be commensurate with the demands of the 21st century educational landscape. The importance of teacher development is further accentuated by Dr. Cristina Maciel de Oliveira from Uruguay. She proposes a pedagogical program to address teacher personal and professional growth to promote relevant knowledge for teaching, which complements the kind of learner to be catered to in the 21st century classroom.

In the chapter "Modernization and Development of Arts Education: Spiritual and Worldview Alternative," Professor Olga Oleksiuk from Ukraine looks at spirituality in education as an important aspect of development. This is because education is value laden, and since each society has its own highest good, it must be kept in mind when training teachers that education should not only be about the subject matter but also about catering to the learners' souls.

Professor Oleg A. Donskikh from Russia reflects on the significant role of Aristotle's teaching practice for modern education by focusing on (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.

In Section 3, Dr Georgina Kedibone Gomba from South Africa succinctly discusses the challenges faced by educators in the implementation of continuing professional teacher development. She contends that continuing professional teacher development is necessary to guide educators' professional development; however, there are factors that impede educators from implementing it properly.

Given the prevailing circumstances around racial conflict, gender discrimination, bullying among learners, as well as learner-on-teacher violence, among others, Mr. Teboho Ngubane tackles a very timely topic on culturally relevant teaching. Teboho feels strongly that the South African curriculum does not speak to the culture of black people. The curriculum, including teaching methods and learning activities, he contends, does not reach out to the majority of learners in South African schools. As a result, teaching and learning are adversely affected.

Professional development is an important leg of teacher practice. This aspect is given prominence by Dr. Moleko Florah Teane from South Africa. Her chapter concludes that lack of content knowledge prevents teachers from designing activities or tasks that are learner centred and this leads to learners being passive, as well as poor performance.

From mainland China, Dr. Dora Ho, Dr. Mo Wang and Ms. Pan He tackle one of the roles of educators, that is, leadership. In their chapter, they focus on instilling leadership qualities among learners in their formative years. The practice of teacher leadership, they argue, has been emerging in the area of home-school committees and teaching research groups. The role of early childhood education in China is changing from mere babysitting to developmental nurturing. They contend that preschools should be seen as important institutions that help nurture and develop young generations for future leadership roles.

The book would not be complete without a discussion of information and communication technology in schools. Professors Marina Tsvetkova and Vladimir Kiryukhin, both from Russia, look at how teachers should be digitally competent. This chapter describes the structure of the advanced digital competencies of the

**V**

digital-age teacher based on the following digital competencies: life, social, and professional, and analyses the prospects for the development of digital competen-

Roy I. Morien from Thailand presents an economics analogy of logistics to argue that the Internet has proven to be both a major disruptive force and a significant enabler of research and education. Teachers and students need to achieve a high level of digital literacy to survive in today's fast-paced world. Teachers need to become proficient in the use of a variety of Internet-based tools for searching, illustrating, communicating, developing educational materials, and applying these

To close the section, Kirsi Tirri from Finland defines the purposeful teacher as a teacher with moral purposes and an ethical compass. The aims of the 21st century learning require purposeful teachers who actualize and model lifelong learning in their profession. This complements what Mochacha w'a Kgoale says about the role

cies that society should include in teacher training.

in the teaching and learning space.

of teachers. They should be able to:

of appreciation to them too.

○ guide students to full physical and mental maturity;

○ encourage students to practise the truth and have self-respect [3].

The authors have brought immense and powerful experiences and knowledge from across the globe. Without them, this project would not have been what it has become. A big thank you to each and every one of them. The editorial team has been working around the clock to see to the completion of the book. A hearty word

> **Reginald Botshabeng Monyai** University of South Africa,

> > South Africa

Department of Abet and Youth Development,

○ help to develop critical thinking among students;

digital-age teacher based on the following digital competencies: life, social, and professional, and analyses the prospects for the development of digital competencies that society should include in teacher training.

Roy I. Morien from Thailand presents an economics analogy of logistics to argue that the Internet has proven to be both a major disruptive force and a significant enabler of research and education. Teachers and students need to achieve a high level of digital literacy to survive in today's fast-paced world. Teachers need to become proficient in the use of a variety of Internet-based tools for searching, illustrating, communicating, developing educational materials, and applying these in the teaching and learning space.

To close the section, Kirsi Tirri from Finland defines the purposeful teacher as a teacher with moral purposes and an ethical compass. The aims of the 21st century learning require purposeful teachers who actualize and model lifelong learning in their profession. This complements what Mochacha w'a Kgoale says about the role of teachers. They should be able to:


The authors have brought immense and powerful experiences and knowledge from across the globe. Without them, this project would not have been what it has become. A big thank you to each and every one of them. The editorial team has been working around the clock to see to the completion of the book. A hearty word of appreciation to them too.

> **Reginald Botshabeng Monyai** University of South Africa, Department of Abet and Youth Development, South Africa

**IV**

to real-life classroom experience. This pedagogical content knowledge should be commensurate with the demands of the 21st century educational landscape. The importance of teacher development is further accentuated by Dr. Cristina Maciel de Oliveira from Uruguay. She proposes a pedagogical program to address teacher personal and professional growth to promote relevant knowledge for teaching, which complements the kind of learner to be catered to in the 21st century classroom.

In the chapter "Modernization and Development of Arts Education: Spiritual and Worldview Alternative," Professor Olga Oleksiuk from Ukraine looks at spirituality in education as an important aspect of development. This is because education is value laden, and since each society has its own highest good, it must be kept in mind when training teachers that education should not only be about the subject matter

Professor Oleg A. Donskikh from Russia reflects on the significant role of Aristotle's teaching practice for modern education by focusing on (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

In Section 3, Dr Georgina Kedibone Gomba from South Africa succinctly discusses the challenges faced by educators in the implementation of continuing professional teacher development. She contends that continuing professional teacher development is necessary to guide educators' professional development; however, there are

Given the prevailing circumstances around racial conflict, gender discrimination, bullying among learners, as well as learner-on-teacher violence, among others, Mr. Teboho Ngubane tackles a very timely topic on culturally relevant teaching. Teboho feels strongly that the South African curriculum does not speak to the culture of black people. The curriculum, including teaching methods and learning activities, he contends, does not reach out to the majority of learners in South African schools.

Professional development is an important leg of teacher practice. This aspect is given prominence by Dr. Moleko Florah Teane from South Africa. Her chapter concludes that lack of content knowledge prevents teachers from designing activities or tasks that are learner centred and this leads to learners being passive, as well

From mainland China, Dr. Dora Ho, Dr. Mo Wang and Ms. Pan He tackle one of the roles of educators, that is, leadership. In their chapter, they focus on instilling leadership qualities among learners in their formative years. The practice of teacher leadership, they argue, has been emerging in the area of home-school committees and teaching research groups. The role of early childhood education in China is changing from mere babysitting to developmental nurturing. They contend that preschools should be seen as important institutions that help nurture and develop

The book would not be complete without a discussion of information and communication technology in schools. Professors Marina Tsvetkova and Vladimir Kiryukhin, both from Russia, look at how teachers should be digitally competent. This chapter describes the structure of the advanced digital competencies of the

factors that impede educators from implementing it properly.

As a result, teaching and learning are adversely affected.

young generations for future leadership roles.

but also about catering to the learners' souls.

way of life.

as poor performance.

### **References**

[1] United Nations General Assembly. Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment. un.org/content/documents/ 7891Transforming%20Our%20World. pdf. 2015

[2] Congress of the People. The Freedom Charter. African Natl Congr [Internet]. 1955;(June):310–5. Available from: http://www.anc.org.za/show.php?id=72

[3] Mochacha w'a Kgoale. The Role of the Teacher in Society. 1990

**1**

Section 1

Inclusivity in Teaching

and Learning

### Section 1
