Preparing a Twenty-First Century Teaching Force Through Mandatory Community-Based Experiential Learning

Introduction

Situated against the complex backdrop of globalization with all its inherent challenges and changes, this entry addresses two important questions in the context of teacher education: first, what constitutes an effective teacher for the twenty-first century, and second, who are the sources of knowledge in teacher education in this new era of rapid change. By examining the design of a curriculum which has made experiential learning (EL) mandatory for all novice teachers at one teacher education institute in Hong Kong, this entry shows the process of becoming a twenty-first century educator and of engagement with the community in teacher preparation. It points to the tangible impact of community partners on student teachers’ professional development as well as their sense of becoming. The entry also explores how teacher education institutes (TEIs) can forge reciprocal and sustained links with their local communities for mutual benefit. It positions the local community as a...