| Published: June 25, 2016
Challenges for Teachers in Knowledge Society
Education is going through new transformations and, therefore, it will have to evolve in the direction of new globalizing knowledge society. The attempt to create the knowledge based society starts off successfully by bringing together the entire set of present day values that must prove the capacity of recreating the attitudes and practices of a global society. The perspective of knowledge summons and aligns the efforts towards: (i) Producing new knowledge through research activity (ii) Transferring knowledge through education and professional training (iii) Disseminating the knowledge by publishing and (iv) Utilizing knowledge in the society’s best interest, especially through innovation. The need to find out new teaching methods and approach to learning arises from a complex range of factors – among them, changes in society and the economy; the potential for new forms of communication using emerging technologies; and rising expectations amongst learners that education will maximize their potential for personal fulfillment etc. In the 21st century, teachers need to be lifelong learners, adapting continuously to changed opportunities and demands of the knowledge economy. Therefore, the development of the knowledge based society minimizes the growing knowledge divide, reduce skill mismatches and promote a country’s international competitiveness. If today’s students want to compete in this global society, they must be proficient communicators, creators, critical thinkers, and collaborators (the “Four Cs”). This paper focuses on the characteristics, competencies and role of modern teachers for global world.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2016 I M Alam
Received: March 24, 2016; Revision Received: April 22, 2016; Accepted: June 25, 2016
Published in Volume 03, Issue 3, April-June, 2016