Teacher Education for Integral National Development:A Philosophical Framework

Abstract

If a vacuum between teacher education and a carefully thought-out scientific programme for national development is permitted to exist, it will be challenging for developing countries to achieve national development. The goal of this study is to value the role that Teacher Education plays in the advancement of other educational levels, with a particular focus on the importance of both qualitative and quantitative education for the whole growth of a country. In light of the current educational issues in Nigeria, this study is especially concerned with the roles of teachers in the pursuit of integrated national development through effective teaching and learning. It is a widely held belief that most teachers seem to have very little basic orientations requisite for teaching and learning regardless of the level of teacher education development they have attained or are predisposed to, and that this is a result of how poorly they balance their personal issues. It is true that dealing with the unique nature of modern challenges requires a great deal of professional competence and the appropriate attitude and state of mind on the part of the teacher, and that ideologies as the aims of teacher education must be cognizant of the pursuit of integral national development. The purpose of the study is to place philosophy of education exclusively within Nigeria's focus of teacher education. It recommended, as its conclusion, that the teaching profession—better yet, teacher education—be properly managed and utilized to reap the rewards of education, particularly with a view to Nigeria's attainment of integrated national development.