Teacher Education for the Twenty-First Century (and a post-pandemic world)

Abstract

The Revista Brasileira de Linguística Aplicada (RBLA -The Brazilian Journal of Applied Linguistics) publishes its special issue on Teacher Education for the twenty-first century within the context of the COVID-19 pandemics. In April 2020, the world is grieving the loss of normalcy, the vulnerability of life, and the fear of economic decline.Amidst a global crisis and closed schools and campuses, the world is facing the challenge of providing remote education for children, teenagers, and adults. 2020 is a time that leads teacher educators to, once more, rethink the roles of teachers and teacher education for the twenty-first century. The wounds of humanity have been opened by the spread of a virus, exposing persistent inequalities based on race, gender, and social class. It is time to bolster our demands for social justice education, technology equity, and our commitment to human rights.Global populations are facing fear, anxiety, and grief. Uncertainties coexist with reflections upon meanings of a worldwide calamity. Ideological and political representations are tacit to conversations about capitalism, globalization, and even some xenophobic conspiracy theories. As a witness of this unfortunate historical moment, we are compelled to create meanings within the fields of applied linguistics and educational research. What lessons are there for us to learn? What challenges do teachers, learners, families, and communities are facing that research can help to overcome?This issue of RBLA is not about the pandemic or the horror it causes. It is about the future, as much as it is about the present. The joy and hope that Paulo Freire sees as a requirement for teaching is the primary

Post-pandemic social cohesiveness in English language learning: Actors’ capacity transformation

“…The authors argue that the existence of social cohesiveness as evidenced in the forms of learning English changes the virtual learning order into needs-based humanist virtual learning. Need-based humanistic virtual learning makes humans the main object in the assessment through a series of learning processes (Jorge, 2020;Putra, 2021;Wicaksono, 2020). The focus of the research is once again the process with the hope that the learning outcomes also meet the learning targets.…”

“…Learning control remains the lecturer's responsibility as they control learning endurance. Students have high expectations from lecturers because lecturers have the potential to bring balanced and sustainable social conditions of learning to develop students' potential (Jorge, 2020).…”

Present and Future of Teacher Education Admission: Perspectives From Europe

“…Considering the role of education in global transformation, 2020 (and the years ahead) is a time for teachers to rethink the roles of teachers and teachersí education for the 21 st century (Jorge, 2020). The post-pandemic world will bring about the deterioration of the economic situation and growing unemployment that would influence the decisions what to study as to have employment security in the future (Croucher & Locke, 2020).…”