Navigating the Future: Innovations and Challenges in Teacher Education in the Nigerian Context amid Global Change
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| Title: | Navigating the Future: Innovations and Challenges in Teacher Education in the Nigerian Context amid Global Change |
|---|---|
| Language: | English |
| Authors: | Moses Adeleke Adeoye (ORCID |
| Source: | Journal of the International Society for Teacher Education. 2026 29(2):39-49. |
| Availability: | International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Education, Educational Innovation, Educational Change, Global Approach, Foreign Countries, Educational Policy, Educational Practices, Teacher Education Programs |
| Geographic Terms: | Nigeria |
| DOI: | 10.26522/jiste.v29i2.4887 |
| ISSN: | 1029-5968 2521-6015 |
| Abstract: | Teacher education in Nigeria stands at the crossroads of global transformation and local realities. While education systems worldwide are under pressure to adapt to ideas like globalisation and digitalisation, Nigerian teacher preparation struggles with deep-rooted structural issues. This research was designed to critically examine how Nigerian teacher education can navigate these shifts. Employing a qualitative research design, thematic content analysis was used on various documents to identify recurring issues and promising practices, allowing for both national insights and global discourse. Findings reveal that Nigerian teacher education has many lingering constraints. However, the research also identified several areas of innovation. Although practices are uneven and often donor-driven, they point to a sector that is slowly responding to global trends. Conclusions suggest that sustained investment, coherent policies, and contextualised adoption of global best practices are essential to revitalising Nigerian teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505559 |
| Database: | ERIC |
| Abstract: | Teacher education in Nigeria stands at the crossroads of global transformation and local realities. While education systems worldwide are under pressure to adapt to ideas like globalisation and digitalisation, Nigerian teacher preparation struggles with deep-rooted structural issues. This research was designed to critically examine how Nigerian teacher education can navigate these shifts. Employing a qualitative research design, thematic content analysis was used on various documents to identify recurring issues and promising practices, allowing for both national insights and global discourse. Findings reveal that Nigerian teacher education has many lingering constraints. However, the research also identified several areas of innovation. Although practices are uneven and often donor-driven, they point to a sector that is slowly responding to global trends. Conclusions suggest that sustained investment, coherent policies, and contextualised adoption of global best practices are essential to revitalising Nigerian teacher education. |
|---|---|
| ISSN: | 1029-5968 2521-6015 |
| DOI: | 10.26522/jiste.v29i2.4887 |
