Under the new teacher-training framework, the minimum professional qualification for pre-school teachers is a Certificate in Pre-school Teaching (470 hours of training).
The new teacher-training framework required all incumbent preschool leaders to obtain their teaching and leadership diplomas by January 2006, and teachers to be certificate-trained, as well as centers to have one diploma-trained teacher in every four teachers by January 2008.
On the other hand, it is argued that teacher training in paradigms and frameworks created to deal with diversity are also a way of improving.
Although the idea is promising, further elaboration on the needs of pre-service teachers is necessary in order to provide a solid framework for teacher training.
Recognizing that teacher quality is a key lever in delivering high-quality early years education, the government introduced a new framework for preschool teacher training which mapped out a common training pathway for child care center and kindergarten leaders and teachers of kindergarten age children in 2001.
As a contribution to this line of research, we propose a framework for constructivist pre-service teacher training on TEL, based on a synthesis of TPACK and CoI frameworks.
Aiming to contribute to this direction of research, we propose a design rational for blended learning scenarios for pre-service teacher training combining Technological Pedagogical Content Knowledge (TPACK) framework with Communities of Inquiry (CoI) and viewing teacher training as an authentic process involving participants in learning design activities.
This paper presents a framework for constructivist pre-service teacher training in Technology Enhanced Learning, adopting a view of teachers as designers of innovative content, working individually and/or collaboratively, discussing and interacting with the instructor, technology and their peers.
The curriculum framework had also been disseminated to all teacher training agencies to enable them to align their teacher training courses with the curriculum principles.
We highlight the elements used to expand and augment online interaction, drawn from two known approaches in teacher training and online learning, the TPACK (Technological, Pedagogical and Content Knowledge) framework and the CoI (Community of Inquiry) model.
We have extended this soft target training framework in a new and useful way by pairing teacher and student networks that have different input representations.
