UNESCO TEC教师专业发展论坛“Teaching Practice in Teacher Education”

发布者:李景煜 发布时间:2022-09-13 浏览次数:40

I. Forum Introduction

In order to promote the United Nations Sustainable Development Goal 4 and strengthen exchanges and cooperation on teacher education in the world, Teacher Education Centre, UNESCO plans to hold the Forum on “Teaching Practice in Teacher Education” at 16:00-18:30 (GMT+8) on 23rd September, 2022. The Forum is also a part of the Belt and Road Shanghai Study Project. The speech will be in English and will be open to the world via the  Internet.

Live Links: https://m.inmuu.com/v1/live/news/2084078
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II. Agenda of the Forum

Teaching Practice in Teacher Education
Host:Prof. Dr. Bo Ning

(1) Prof. Dr. Xingfeng Huang, Research Institute for International and Comparative Education, Shanghai Normal University, China

Topic: Explore mathematics teacher education in the perspective of knowledge development

(2) Prof. Dr. Woon Chia Liu, Dean of Teacher Education, National Institute of Education, Singapore

Topic: Developing future-ready teachers: The Singapore perspective

(3) Prof. Dr. Régis Malet,University of Bordeaux, Laboratoire Cultures, Education, Sociétés (LACES), Senior Member of the Institut Universitaire de France
Topic: Empowering inclusive teachers through collaboration and cooperation: Lessons from international perspective

(4) Prof. Dr. Mukirae Njihia, Chairman of Department of Educational Management, Policy and Curriculum Studies, Kenyatta University, Kenya
Topic: Teaching practice in teacher education in Kenya: Challenges and prospects

(5) Prof. Dr. Raúl Eirín Nemiña, Faculty of Education Sciences, University of Santiago De Compostela, Spain
Topic: Expanding learning environments in initial teacher education

(6) Prof. Dr. Mirja Tarnanen, Vice dean of the Faculty of Education and Psychology, University of Jyväskylä, Finland
Topic: Phenomenon-based curriculum reform in teacher education at University of Jyväskylä

(7) Prof. Dr. Ting Wang, Deputy dean of the Faculty of Education, University of Canberra
Topic: Initial teacher education in Australia and classroom ready teachers

III. Introduction of the Speakers


Xingfeng Huang, PhD, professor in the Research Institute for International and Comparative Education, Shanghai Normal University, who is responsible for providing mathematics and mathematics education courses for pre-service mathematics teachers, working on the professional development for mathematics teachers, and leading a team in the development of internationalized mathematics teaching resources. He received the Shanghai and National Basic Education Teaching Achievement Awards in 2017 and 2018.

Woon Chia LIU, PhD, dean of Teacher Education at the National Institute of Education (NIE), Nanyang Technological University (NTU). She is also an associate Professor with the Psychology and Child & Human Development Academic Group, and a co-founder of the NIE’s Motivation in Educational Research Laboratory (MERL). During her Deanship, she led her team to develop and implement the NTU-NIE Teaching Scholars Programme (TSP), the enhanced Bachelor of Arts (Education)/Science (Education) and  the 16-month extended Postgraduate Diploma in Education programmes. In addition, she was a key member of the steering committee and a co-chair of the working committee that shaped the Singapore Teaching Practice (STP), which articulates Singapore’s vision of learning in the classroom, our beliefs about students as learners, and the teaching  practices that support the realisation of this vision.


Régis Malet,PhD, Senior Member of the Institut Universitaire de France, professor of Comparative Education at the University of Bordeaux. His research is part of the field of comparative education and develops a political and cultural approach to schooling, education and training for its professions in the era of globalization. Interested in the hybridization phenomena of policies, systems and identities, his project contributes to reconciling several scales of approach to educational, social and cultural policies and to the transformations of educational systems, by integrating local studies into the more general frameworks of the comparative analysis of public policies.

Mukirae Njihia, PhD, chairman of the Department of Educational Management, Policy and Curriculum Studies, School of Education, Kenyatta University. Dr. Njihia teaches educational planning and policy at both undergraduate and postgraduate levels. His research interests are in education financing, education decentralization, ICTs in Education and Teacher Education. He has served as a researcher and consultant in various local and international projects.


Raúl Eirín-Nemiña, PhD, professor in the Department of Applied Didactics, Universidad de Santiago de Compostela (USC). Before that, he was a physical education primary teacher. He worked as an adviser within the regional educational administration for fourteen years, developing innovations with teachers and professional development activities. He has also been the coordinator of the professional master's in secondary education for four years. He collaborated in several funded educational research projects and participated in national and international conferences related to teaching training. His interests and publications are oriented toward the professional development of teachers, especially in physical education and, in general, towards the processes of improvement and innovation at the school level.


Mirja Tarnanen, PhD, professor in the Department of Teacher Education and vice dean responsible for education at the Faculty of Education and Psychology, University of Jyväskylä, Finland. She has co-led the reform of the phenomenon-based curriculum in teacher education at University of Jyväskylä, and led e.g. the Creative Expertise–Bridging Pre-service and In-service Teacher Education project funded by the Ministry of Education and Culture, Finland (2017–2021) to develop initial and in-service education for teachers. The project aimed at building a new operational culture within the cooperating schools in collaboration between university staff, teacher students, school leaders, teachers, school pupils and education providers in order to promote professional development, create hybrid learning environments and share pedagogical expertise across disciplines. Her recent publications deal with professional development and learning, integrated curriculum and development of learning communities.

Ting Wang, PhD, professor of Educational Leadership and deputy dean of Faculty of Education, University of Canberra, Australia. She is an internationally recognised scholar and specialises in educational leadership, management & administration, professional learning communities and teacher professional development, international and comparative education. Her sustained contributions to student learning, educational innovation and research excellence have been acknowledged through numerous awards, including a Hangzhou Municipality Distinguished Qianjiang Scholar Award, and a High-End Foreign Expert Award from the State Administration of Foreign Experts Affairs, China. She was a member of the Board of the Australian Capital Territory Teacher Quality Institute.

IV. Introduction of the Section Host and Project Manager

Bo Ning, PhD, professor in the Researche Institute for International and Comparative Education, Shanghai Normal University and also a project manager in the Teacher Education Centre, UNESCO. He is currently in charge of the Belt and Road Shanghai Study Project (covering more than  50 countries) and China Teacher Development Survey.

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