Critical Reflections on Traditional Education in Africa Vis-À-Vis Western Education

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dc.contributor.authorAkinsanya, P.O.
dc.date.accessioned2023-01-12T13:44:58Z
dc.date.available2023-01-12T13:44:58Z
dc.date.issued2022-07-15
dc.descriptionScholarly article
dc.description.abstractIn the last decade, Australian teacher education programs have gone through a shift to accommodate the Commonwealth Government’s aim of global best practices and international assessment benchmarks. Higher education service providers adapted to that agenda by tailoring programs toward government standards. These standards are reflected in a range of programs and curriculum offerings by educational institutions to prepare pre-service teachers for career teaching. An appraisal of the teacher education curriculum against the intentions of national goals sees a narrowing of teaching initiatives. These initiatives and goals are primarily restricted to specialist curriculum areas and specific professional skills. Pre-service teachers currently enter schools without adequate educational foundational knowledge and without a philosophical understanding of how to engage and develop creative minds in 21st-century teaching and learning. In this paper, we argue that the foundation of achieving creative minds is through the integration of philosophy of education within the Australian curriculum use of explicit and implicit teaching models
dc.identifier.citationAkinsanya, P.O. (2022). Critical Reflections on Traditional Education in Africa Vis-À-Vis Western Education. African Education and Diaspora Studies, 68.
dc.identifier.isbnPrint Format: 978-0-6487995-0-4
dc.identifier.isbneBook Format: 978-0-6487995-1-1
dc.identifier.urihttps://ris.cdu.edu.au/ws/files/59170928/72207africaED_1_.pdf#page=80
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/12054
dc.language.isoen
dc.publisherAfrican Education and Diaspora Studies
dc.titleCritical Reflections on Traditional Education in Africa Vis-À-Vis Western Education
dc.typeBook
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