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About the Conference

The field of teacher education has always been affected by a constantly changing education policy environment. Recent changes within the field, however, are evolutionary—if not revolutionary—responses, stimulated by shifts in global attitudes and philosophies in relation to curricular paradigms, pedagogical innovation, and effective teaching practices. All the while, changes in accountability practices cannot be ignored as the role of standardized testing as an international and domestic method of quantifying performance gains increasing traction. 

 

The waves of changes, which alter the ecology of education, require teachers and schools to adapt to the logic and rationale of the new order. For institutions and individuals concerned with the administration and provision of teacher education, the ever-changing educational climate compels these agents to be adaptive strategists—redefining goals and redesigning programs to respond to the demands and limitations of policy objectives, institutional missions, and notions of academic freedom.

 

Teacher education plays a key role in the improvement of excellence and equity in education. Contemporary findings in and around the field support the importance of fostering an inclusive pedagogical environment.  Such findings are all the more important with internationalization leading to an educational landscape where diversity is becoming more of a rule than an exception. Teachers are thus obligated to take into account sociological variables including socioeconomic status, nationality, ethnicity, religion and gender.  While accounting for these variables, educators may gain support from research in teacher education to negotiate the challenges that arise from difference by creating spaces for inclusion and leveling the playing for the historically disadvantaged. As a consequence, teacher education now faces the complex, yet seemingly conflicting, tasks of identifying and disseminating methods of sustaining a learning environment, where individual initiative is not suppressed, while simultaneously focusing on collective, cohesive strategies to foster a sense of community requisite in student-centered learning.

 

Thus, teacher education, in the face of change as a constant, can no longer be envisioned as a means to orient educators toward a set of rules for achieving instructional excellence. School administrators, policymakers, teachers, and other educational leaders in the global-minded twenty-first century must, through interactions and compromises on the governmental, institutional, parental, and classroom level, carve a path that twists and turns, as they acclimate to an era that inexorably requires innovative flexibility in the face of change. Research in teacher education should stay the course of discerning best practices that ensure learners are also equipped with the tools to thrive in an environment of expected change, with student creativity and innovative thinking not stifled by the rigidity and inapplicability of old pedagogical paradigms. Undoubtedly, the participants, speakers, and presenters in the Third Annual Global Teacher Education Summit embody the ideals of a contemporary paradigm that exalts social justice, inclusivity, and educational equity with principled perspectives regarding ways to apply these ideals to the classroom environment through an iterative process of contributing to extracting from the body of knowledge that is the field of teacher education.  

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Important Dates
  • Abstract Submission Deadline:
    15 June, 2017
  • Notification of Acceptance of Abstract:
    15 July, 2017
  • Paper Submission Deadline:
    15 August, 2017
  • The First Round of Registration and Payment:
    28 February – 30 July, 2017
  • The Second Round of Registration and Payment:
    1 August – 1 October, 2017
  • Conference Dates:
    13-16 October, 2017
Organization
  • Hosted By:
    Beijing Normal University

    Beijing Normal University

  • Organized By:
    Center For Teacher Education Research

    Center For Teacher Education Research