Teacher education programmes and the acquisition of 21st century skills: Issues and challenges in Nigeria

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dc.contributor.authorAdeosun, A.O
dc.date.accessioned2023-03-15T08:53:38Z
dc.date.available2023-03-15T08:53:38Z
dc.date.issued2011
dc.descriptionScholarly article
dc.description.abstractThe paper expressed concerns about the efficacy of the Nigeria’s teacher education programme in preparing teachers who are grounded in pedagogy and content, and can collaborate and compete globally. Its exploration of international and national frameworks for education showed favourable comparison with Nigeria’s policies which already integrated 21st century innovation, but the commitment to effective implementation is rather poor. It thus recommended that teacher institutions must re-examine their assignments and strategies to support individuals in purposefully developing life and career skills, especially inquiry, creativity, innovation, lifelong learning, and intellectual and professional competences.en_US
dc.identifier.citationAdeosun, A.O. (2011). Teacher education programmes and the acquisition of 21st century skills: Issues and challenges in Nigeria in Kuroda, N (Ed.) Africa-Asia University Dialogue for Educational Development Report of the International Experience Sharing Seminar (2): Actual Status and Issues of Teacher Professional Development. Japan: Centre for the Study of International Cooperation in Education, Hiroshima University; pp 103-118.en_US
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/12157
dc.language.isoenen_US
dc.publisherCentre for the Study of International Cooperation in Education, Hiroshima Universityen_US
dc.relation.ispartofseriesSeries 2;
dc.subjectTeacher Education, 21st century skills, curriculum reformen_US
dc.titleTeacher education programmes and the acquisition of 21st century skills: Issues and challenges in Nigeriaen_US
dc.typeBook chapteren_US
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