MOLLY N.N.

LEE
UNESCO BANGKOK
email:
email: m.lee@unesco.org
m.lee@unesco.org

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I.Paradigm shift in Teacher Education
 From Behavioural approaches to Cognitive
Constructivist approaches

II. Innovative Approaches advocated by UNESCO

 Rights-based education
 Inclusive education
 HIV/AIDS Prevention education
 ICT in education
 Education for Sustainable Development (ESD)

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• From behavioural approaches to
cognitive constructivist approaches

• From technical-rational model to

reflective practitioner model

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• Acquisition of generic teaching skills

• “Cook book recipe”

• Competency-based teacher
education programme

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“Critical features of teaching, such as the subject
matter being taught, the classroom context, the
physical and psychological characteristics of the
students, or the accomplishment of purposes not
readily assessed on standardized tests, are typically
ignored in the quest for general principles of
effective teaching.”
(Shulman, 1987,p.6)

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• Reflection-in-action

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• Reflection-on-action

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• Technical reflection

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• Practical reflection

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• Critical reflection

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 Availability

Education
Adaptability is a human Accessibility
right

Acceptability

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• Responsibilities of teachers

• Rights of teachers –status, working

conditions

• Social dialogue in education

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 Education for All

 Include “All children who are

excluded on grounds of gender,
ability, ethnicity, linguistic or
poverty related reasons”

 Embracing Diversity: Toolkit for

Creating Inclusive, Learning-
Friendly Environments (ILFE)

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 All children can learn
 Help unhealthy students
 Have high expectations
 Aware of resources
 Correct for gender and culture bias
 Adapt curriculum to meet diverse needs
 Reflective and open to learning
 Work as a team
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Objectives of training manual:
 Analyze basic information, values and practices
 Prepare teaching-learning plans
 Inculcate caring and supportive attitudes towards
PLWHA
 Integrate HIV/AIDS prevention ed. in TEIs
 Sharpen teacher’s life skills techniques
 Integrate HIV/AIDS prevention and care
education into school curriculum.
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• Next Generation of Teachers
• 21st Century Skills:
 information literacy,
 media literacy,
 ICT literacy

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• Steps in learning about ICT:
 Becoming aware of ICT
 Learning how to use ICT in subject teaching
 Understanding how and when to use ICT
 Specializing in the use of ICT

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Steps in teaching with and through ICT:
 Applying productivity tools
 enhancing traditional teaching
 facilitating learning using multi-modal
instruction
 creating and managing innovative and
open learning environments

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 Decade for ESD (2005-2014)
Vision: “A world where everyone has the opportunity to benefit from
education and learn the values, behaviours, and lifestyles required
for a sustainable future and for positive societal transformation.”

3 pillars of ESD:
 Society
 Environment
 Economy

Culture as an underlying
dimension
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• Interdisciplinary
• Respect for local knowledge, culture and
values
• Respect for environment
• Integrate social justice principles, including
inter-generational equity
• Community empowerment
• Engagement of multiple stakeholders
• Shared responsibility of stakeholders
• Interdependence • Equity
• Biodiversity • Cultural diversity
• Ecological footprint • Human rights
• Sustainable • Basic human needs
production & • Quality of life
consumption • Media literacy
• Carrying capacity • Democracy
• Natural resources • Citizenship &
• 5 Rs stewardship
Some thematic issues:
Natural
Climate Environmental
disaster
change protection
preparedness

Education for
HIV/AIDS Gender
international
prevention sensitization
understanding

Inter-cultural Human and

understanding food security
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1 • Transdisciplinary approach

2 • Innovative approach

3 • Whole school approach

4 • Thematic approach

5 • Partnership approach
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