STRUCTURAL RECONFIGURATION OF TEACHER EDUCATION FOR THE ADVANCEMENT OF QUALITY INSTRUCTION AND CRITICAL INQUIRY
DOI:
https://doi.org/10.53555/yr3b2j17Keywords:
Teacher education, Quality instruction, Critical pedagogy, Critical thinking, Sustainable DevelopmentAbstract
The contemporary educational imperative, codified by the United Nations Sustainable Development Goal 4, seeks to move beyond the rudimentary metrics of school enrollment toward the substantive realization of equitable quality education and lifelong learning for all.1 This transition necessitates a profound re-evaluation of the teaching profession, positioning the educator not merely as a conduit for information but as a primary catalyst for critical consciousness and cognitive development. However, the global educational infrastructure faces an unprecedented crisis characterized by a projected shortage of 44 million primary and secondary teachers required by 2030.3 This deficit is compounded by rising attrition rates, which doubled from 4.62 percent in 2015 to 9.06 percent in 2022, as well as a systemic failure to equip current educators with the pedagogical tools necessary to move beyond rote instruction.3 Consequently, the contribution of teacher education to quality instruction is currently defined by the tension between traditional "banking" models of learning and the emerging requirement for critical, reflective, and inquiry-based pedagogies.
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