On October 26, the Fifth Global Teacher Education Summit officially commenced at Beijing Normal University. This year’s summit, themed “Towards the Future: Building a Global Community for Teacher Education,” emphasized the significance of future teacher education and the establishment of a global community for educators, while exploring new roles in teacher preparation within the context of the modern era.
The event drew nearly 30 leading scholars from China and abroad, engaging hundreds of university academics and frontline teachers in discussions on global teacher education topics. It has become a vital platform for dialogue and exchange among researchers and practitioners in the field of teacher education.
In his opening remarks, Vice President Kang Zhen of Beijing Normal University highlighted the new opportunities and challenges faced by teacher education and workforce development amid the trends of technological advancement, globalization, and personalized teaching. He stated that the summit serves as an opportunity to explore collaboration and development in global teacher education.
During the keynote sessions, Li Zijian, President of Hong Kong Education University, examined the core competencies of teachers from both Eastern and Western philosophical perspectives. He identified moral literacy, a commitment to lifelong learning, and the ability to engage in research and reflection as essential traits for educators, while stressing the importance of personal and professional development in teachers’ growth.
“This global teacher education summit brings together experts and scholars from various backgrounds to exchange ideas, which is immensely beneficial for the development of the field, particularly for young teachers,” noted Chen Liyuan, an associate professor at Shanghai Jiao Tong University’s School of Education.
Additionally, during the invited reports segment, Tony Loughland, Dean and Associate Professor at the University of New South Wales, creatively illustrated the relationship between teachers and schools using the metaphor of “chefs and kitchens.”
“China has a rich history in education,” Loughland remarked in an interview. “Western education needs to break down barriers and broaden its perspective from the Chinese educational system.” He expressed a desire to learn in diverse environments through this opportunity.
The summit, organized by the Teacher Education Research Center at Beijing Normal University, will include keynote speeches, thematic seminars, group report presentations, and poster displays, continuing through October 28.
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