Fast pace might not the good fit for
pre-service teacher education program; as the fast-pace mode is contagious.
Upon graduation, new teachers have similar knowledge of the bare essentials of
pedagogy and minimal teaching experience without the time to explore, and
reflect on, their new professional roles in depth. This implicitly justified
the reality that school life for students are super-saturated (to proceed from
on expectation to another as fast as possible, to absorb and demonstrate
specified knowledge through classroom instructions, assessments and
evaluations), and that schools from K1-12 level to university level are
mass-production assembly lines, from which graduated students have similar
knowledge of the more-than-bare essentials of facts in a variety of subject
areas, and minimal experience in KNOWLEDGE USE without the time to have deeper
exploration and reflection on the facts. Since the experience in teacher
education as a student is among the important components of the knowledge base
of a teacher-candidate, if there was little time for teachers-to-be to open the
mind unburdened by preconception, to think beyond the domain of technical interest
and the delivery of curriculum, and to look beyond their familiar conception of
the teaching and learning as an individual with 初心
(shoxin, trans., the beginner’s mind), it might be safe to say that the
slow pace would probably not exist in the education philosophy of
teacher-educators.
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