Questions and Topics We Can Help You Answering; 

I am writing an introductory chapter to a book titled: Teacher Education in the 21st Century.

I need a discussion based on the paragraphs below, with the following specifications:
a)    Maximum page numbers: 3, excluding the paragraphs below.
b)    The discourse should explain the nature and purpose of the book, the logic and significance of its contents.
c)    Use recent sources (about 4) from IntechOpen and at least use some UNESCO source.
d)    Cover a bit of the culturally relevant pedagogy in the discussion, including ICT and Inclusivity, to reflect the 21st Century teacher.

    Education is a carefully designed instrument used by societies for social control, with the aim of transmitting the values, skills, and knowledge of each society to its young ones. Trainee teachers carry this huge responsibility of ensuring that  UNESCO's Four Pillars of Learning, namely, learning to know, learning to do, learning to be and learning to live with others, are realized (Mahlangu, 2017). They are tasked with the noble duty to produce a lifelong learner who is not only literate but also numerate and independent, with a critical mind.  Higher Education has to deploy classroom ready trainee teachers who represent society's dream of an ideal citizen. This book is intended to interrogate the status of teaching as a professional practice, and the place of ethics in teacher training and actual practice. The importance of subject content in teacher training cannot be overemphasized. The current spate of learner rebelliousness might be stemming from the poor content presentation by teachers, which calls for a reflection of the intensity of content at training. At the same time, content without a methodology is a futile exercise. The Report of the high-level panel on the assessment of key legislation and the acceleration of fundamental change commissioned by former South African President, Kgalema Motlanthe, intimates that educational progress is hindered, among others, by poor teaching methods in the earliest grades, as well as poor reading acquisition (Panel, 2017). The 21st-century teacher should be empowered, from days of training, to understand 21st-century skills outcomes, apply relevant curriculum, use informative assessments, have social and emotional connections, and instill a culture of creativity and innovation among the learners (Louw LP, 2010).

For teaching to be a practice, it is bound to adhere to universal principles of professionalism. To ensure that the teacher trainee is prepared for the real world of practice, norms and standards, which outline the different roles of the educator, are put in place. A well-rounded teacher should be trained in the following roles (Department of Education, 2000):
o    Mediator of learning
o    Interpreter and designer of learning programmes and materials
o    Leader, administrator and manager
o    Scholar, researcher and lifelong learner
o    Citizen, pastoral and member of a community
o    Learning area/ subject/ discipline/ phase specialist
o    Assessor 
In the 21st century, these roles cannot be exhaustive if the teacher is not prepared for inclusivity in the classroom. 

1. References
Department of Education. Norms and Standards for Educators, Goverment Gazette § (2000). https://doi.org/10.1109/TDEI.2009.5211872
Louw LP,  du T. E. (Ed.). (2010). Help, I’m a Student Teacher (1st ed.). Pretoria: Van Schaik.
Mahlangu, V. P. (2017). Professional Development of Adult Learners through Open and Distance Learning. In Global Voices in Higher Education. InTech.
Mochacha w’a Kgoale. (1990). The Role of the Teacher in Society.
Monyai, R. B., Ramapela, S., & Ramollo, J. (2018). Inclusive Teaching as a Critical Skill for Educators in the 21 st Century (pp. 190–218). IGI Global. https://doi.org/10.4018/978-1-5225-5727-2.ch009
Panel, H. L. (2017). Report of the high level panel on the assessment of key legislation and the acceleration of fundamental change, 601