Reframing Teacher Education for Learning Equity

Year: 2016

Author: Fischetti, John, Harris, Jess

Type of paper: Abstract refereed

The work in neuroscience, psychology, indigenous cultures, the arts, technologies, equity, learning differences, etc. is all forming a new transdisciplinary area of “learning sciences.” We have just begun to understand learning and its many forms and contexts in light of new innovations. Most of the new learning has not made their way to teacher preparation yet. The Global Learning Equity Network (GLEN), housed in the School of Education at the University of Newcastle, is developing a global set of frameworks to guide teacher educators in reframing their programs around an international set of evidence-based principles. The premise is the interconnection of learning with the imperative of equity. Education is about learning and enhancing the common good. The five proposed draft frameworks will be developed into multiple domains and serve as part of an international research project co-sponsored by universities, schools and agencies around the world. The aim of GLEN is to transform the models of teacher education to be part of a complete rethink about learning, teaching, schooling and leading change in light of the amazing knowledge base that now exists about human capacity. The five draft frameworks developed by colleagues across Australia, New Zealand, Hong Kong, South Africa, Candida, the UK and the US include a way for teacher educators to take their required standards and work with their regulators and across institutions to rethink the models of teacher education with the best practice and research in the world to guide them.The frameworks are simple questions to guide the development of new models of teacher preparation. Each has an emerging knowledge base to guide its development.And, whilst the issues are included in all programs currently, the level of best practice evidence that is used in framing them is scattered. Global Learning Equity Network Frameworks•