Faculty of Arts and
Education Centre for Educational
Leadership and Renewal
Preparing Future st
Teachers for 21 Century
Learning: Partnerships that
enhance the capacity of
‘The creation of an educational system capable of preparing people to live in the changing world is
one of... the crucial tasks of modern society’. (Kinelev 2000)
This paper focuses on a pre-service program designed to equip future teachers for their role in
preparing students to live in a changing world. It draws from a three year study of the Intel® Teach
Program Essentials Course, pre-service curriculum, conducted by evaluation teams in ten Asia Pacific
countries and coordinated by Deakin University, Australia.
In particular, it highlights the positive impact of the Essentials Course on Teacher Education
Institutions, teacher educators, pre-service teachers and new teachers who completed the program
during their pre-service training. It also identifies the factors that underpin success.
Across the participating countries, there is increasing recognition of the role of technology in
preparing students for the 21st century. In many cases this is leading to the alignment of vision,
goals and policies across governing education bodies, schools and Teacher Education Institutions. At
the same time it is acknowledged that to adequately prepare future teachers, teacher educators
need professional development, not only in technology skills and applications, but also in new
pedagogical methods of incorporating technology into the classroom.
The Intel Teach Essentials Course is a teacher professional development program with a focus on
using technology to support student centered inquiry driven, project based learning. Over 5 million
current and future teachers have participated in the program in more than 40 different countries.
The development of partnerships between country based Intel Teach teams, the Ministries of
Education, pre-service governing bodies and the Teacher Education Institutions has been
instrumental in promoting, driving and sustaining the increasingly robust implementation of the
Essentials Course across the pre-service sector.
Leadership commitment and a coordinated and collaborative approach within the Teacher Education
institution have helped to overcome some of the significant challenges around technology
resourcing, resistance to change and an already crowded pre-service curriculum. The links established
with local schools have benefited teacher educators, pre-service teachers and teachers.
The Essentials Course is localized at the country level and the scope for implementation in the
Teacher Education Institution is flexible enough to address the needs of the vastly different pre-
service approaches and contexts.
However, key aspects for effective implementation were identified. These include providing all or
most components of the course and ensuring that the learnings are modeled, discussed and
reinforced across a range of learning areas by Teacher Educators who have undertaken the
Essentials Course. This provides pre-service teachers with sufficient depth of understanding and the
capacity to transfer their knowledge and understanding across the different teaching contexts they
may face in their future teaching role. Formally accrediting the program within the pre-service
qualification increases its status and attracts greater commitment at all levels.
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