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 bestpractices of a high-achieving teacher education institute in Asia. This premiereinstitution is considered high-achieving due to its standing in the World UniversityRankings in recent years. Piaget’s theory of Constructivist learning has had wideranging impact on learning theories and teaching methods in education and is anunderlying theme of many education reform movements. An appreciative inquiryresearch design was employed to draw out the best practices of the high-achievingteacher education institute. Data were gathered through one-on-one in-depthinterviews with 10 participants: five faculties, three students, and two alumni.Interview data were transcribed and analyzed using Seidel’s Qualitative DataAnalysis Model of noticing, sorting, and classifying. Findings show that the bestpractices include empowerment of the teaching profession, implementation of abalanced program, contextualization and diversity of practice, application of ahighly constructivist pedagogy, and openness to multiple perspectives. Thesefindings imply the importance of quality teacher preparation through instructionalquality, service learning, and overseas exposure. It is therefore recommended thatTeacher Education Institutions consider holistic training of pre-service teachers thatincludes not only equipping the academic realm but also the spirit and servicefacets.