<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.</p></abstract>

Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

King Mongkut’s Institute of Technology Ladkrabang

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the...

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

Data publikacji: 13 lut 2020

Zakres stron: 91 - 104

DOI: https://doi.org/10.2478/jtes-2019-0019

Słowa kluczowe
teacher education, sustainability, equity, inclusion, quality, lifelong learning

© 2019 Wisuit Sunthonkanokpong et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

Data publikacji: 13 lut 2020

Zakres stron: 91 - 104

DOI: https://doi.org/10.2478/jtes-2019-0019

Słowa kluczoweteacher education, sustainability, equity, inclusion, quality, lifelong learning

© 2019 Wisuit Sunthonkanokpong et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
teacher education, sustainability, equity, inclusion, quality, lifelong learning