Article
Version 1
Preserved in Portico This version is not peer-reviewed
Managing Teacher Education for Socio-Economic and Political Emancipation
Version 1
: Received: 11 June 2024 / Approved: 13 June 2024 / Online: 13 June 2024 (11:42:55 CEST)
How to cite: Hazzan, M. K. Managing Teacher Education for Socio-Economic and Political Emancipation. Preprints 2024, 2024060913. https://doi.org/10.20944/preprints202406.0913.v1 Hazzan, M. K. Managing Teacher Education for Socio-Economic and Political Emancipation. Preprints 2024, 2024060913. https://doi.org/10.20944/preprints202406.0913.v1
Abstract
A nation's social, economic, and political emancipation is ineluctably connected with functional education systems in which people learn to create new institutions, utilise new technologies, cope with vagaries and difficulties in their environment, and positively alter their behavioural patterns. Education in a broad sense improves the capabilities of individuals and the capacity of institutions and becomes a catalyst for the closely interrelated economic, social, cultural, and political changes that are parts of the hallmarks of national development. Nevertheless, a teacher stands out as a crucial figure within any educational institution, wielding significant influence in effecting these changes and transformations. Teacher education is broad. It is based on the praxis that teachers are made in contrary to the assumption that teachers are born. Since teaching is considered an art and a science, the teacher has to acquire not only knowledge but also requisite skills needed in carrying out his or her inestimable duties or services. The efficiency and effectiveness of every educational system hinge significantly on the educational achievements of teachers. After all, no education can surpass the quality of its educators. Thus, every nation places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. On this note, this paper examines teacher education with respect to its praxis and professionalism, examines the nexus between teacher education and socioeconomic as well as political emancipation, analyses the challenges of teacher education in Nigeria, and in the final analysis, gives recommendations based on the identified challenges.
Keywords
teacher education; praxis; professionalism; socio-economic and political emancipation; challenges
Subject
Arts and Humanities, Other
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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