Best Practices of a High-Achieving Teacher Education Institute in Asia

Abstract

“Best Practices” are anchored on solid learning principles. Scholars and accrediting
agencies have put these “practices” at the core of various professional programs
(MacCallum & Ross, 2010). This qualitative study aimed to identify the best
practices of a high-achieving teacher education institute in Asia. This premiere
institution is considered high-achieving due to its standing in the World University
Rankings in recent years. Piaget’s theory of Constructivist learning has had wide
ranging impact on learning theories and teaching methods in education and is an
underlying theme of many education reform movements. An appreciative inquiry
research design was employed to draw out the best practices of the high-achieving
teacher education institute. Data were gathered through one-on-one in-depth
interviews with 10 participants: five faculties, three students, and two alumni.
Interview data were transcribed and analyzed using Seidel’s Qualitative Data
Analysis Model of noticing, sorting, and classifying. Findings show that the best
practices include empowerment of the teaching profession, implementation of a
balanced program, contextualization and diversity of practice, application of a
highly constructivist pedagogy, and openness to multiple perspectives. These
findings imply the importance of quality teacher preparation through instructional
quality, service learning, and overseas exposure. It is therefore recommended that
Teacher Education Institutions consider holistic training of pre-service teachers that
includes not only equipping the academic realm but also the spirit and service
facets.