Meet the editor

Reginald Botshabeng Monyai is a senior lecturer in the Department of Adult Basic Education and Training (ABET) and Youth Development at the University of South Africa. He holds the following qualifications: BA, BA (Hons), MA (cum laude), and PhD. He had a stint as a senior education specialist (English) and deputy chief education specialist before joining higher education as a theory of education lecturer. He is a co-editor of an educa-

tion textbook: *The Educator as Mediator of Learning* and has published articles and book chapters in local and international publication houses. Reginald has been involved with Quality Assurance in the General and Training Band at Umalusi (Council for Quality Assurance in General and Further Education and Training in South Africa), and has quality assured English and Life Orientation since 2005.

**Preface III**

Inclusivity in Teaching and Learning **1**

**Chapter 1 3**

**Chapter 2 15**

**Chapter 3 35** The Difference of Teachers' Beliefs Related to Students' Practice of Confucian

Teacher Development **51**

**Chapter 4 53**

**Chapter 5 67**

**Chapter 6 83**

**Chapter 7 97** Modernization and Development of Arts Education: Spiritual and Worldview

A Different Kind of Teacher for a Different Kind of School

Preparation Program: An Institutional Perspective

*by Jon-Chao Hong, Ming-Yueh Hwang and Kai-Hsin Tai*

*by Ronnie Lidor and Yeshayahu Hutzler*

Including Students with Disabilities in a Physical Education Teacher

Analects: A Comparison among Three Chinese Fujian Ethnic Regions

Lack of Qualified Teachers: A Global Challenge for Future Knowledge

Prospective Teachers' Role in the Construction of Authentic Pedagogical

A Professional Development Program for Beginning High School Teachers

**Section 1**

**Section 2**

Development *by Mona Holmqvist*

Alternative *by Olga Oleksiuk*

Content Knowledge *by Mamsi Ethel Khuzwayo*

*by Cristina Maciel de Oliveira*

*by John Fischetti*

Contents

## Contents



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 prom-

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

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

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

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

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

ised land of equitable quality education.

both in the classroom and in life in general.

of knowledge.

ability.

overemphasized.
