Abstract:

This paper argues for the adoption of a transdisciplinary approach to professional teacher training in teacher education programmes, with emphasis on its efficacy and implications for practices. Due to the increase in the landscape of education as well as the proliferation in the complexity of the teaching roles, it is, therefore, reasonable to argue that the traditional disciplinary boundaries can no longer be effective in addressing the seamless diverse needs of the pre-service teachers. Employing the transdisciplinary approach in the pre-service teachers’ training affords not only the pre-service teachers but also the teacher educators themselves to transcend disciplinary silos, thus enhancing collaborative, innovative, and holistic pedagogic practices among faculty members.

By exploring studies from education, sociology, psychology, and sciences, this paper seeks to investigate the efficacy of a transdisciplinary framework in the enhancement of professional teachers' development initiatives. The transdisciplinary framework can equip the pre-service teachers with a deeper understanding of various teaching methods that are need-based; that is addressing not only the needs of the students but also those of the institutions. It, in addition, enhances team spirit, reflective practices, and continuous improvement and awareness of new trends in the educational sector in terms of research and practice.

Drawing from the desktop review approach, studies of this magnitude will contribute to the body of knowledge on professional teacher development in teacher education. Firstly, it emphasises the integration of knowledge, techniques, and different fields of study in tackling complex educational challenges thereby producing teachers with broader perspectives on education who are critical thinkers. Secondly, this approach equips teachers with competencies that encourage multidisciplinary collaboration, transcending disciplinary boundaries, embracing cultural diversity, and technological innovation to better train students to succeed in the twenty-first-century workplace. Thirdly, the transdisciplinary approach promotes innovative instructional pedagogy that allows teachers to create a dynamic inclusive learning atmosphere that caters for students of all categories, learning styles, and capabilities, leading to deeper engagements and course content mastery. Fourthly, teachers produced within this system of education are availed the professional growth opportunities of collaboration with other educators across disciplines thereby enhancing their teaching effectiveness and keeping pace with trends in teacher education. Fifthly, teachers trained in this capacity are equipped with skills on how to tackle complex societal problems through interdisciplinary inquiry and action-oriented learning experiences. Finally, this approach enables teachers to train and empower students to take ownership of their learning, pursue their passions, and develop the critical thinking skills necessary for lifelong learning and personal fulfilment. Significantly, the findings of this review will impact educational policies and stakeholders within and outside the educational sectors in the planning and implementation of training programmes, especially on the aspect of teacher development.

Keywords:

Transdisciplinary, teacher development, pre-service teachers, multidisciplinary.