Search results for: Global education
Page 1/2 13 items
This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. The author explores the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, the author explores how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.
Updated: Aug. 24, 2020
International Service Learning and Critical Global Citizenship: A Cross-case Study of a Canadian Teacher Education Alternative Practicum
The purpose of this study was to examine how an international experience within a teacher education program impacted on the development of student teachers as classroom teachers. The authors argue that the findings demonstrate how the ISL practicum enhanced self, difference, and global awareness, which would have positive effects on their teaching, especially with respect to meeting the needs of students from marginalized backgrounds.
Updated: Oct. 17, 2018
The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants?
This article describes OECD ideological and policy changes that form the background for PISA. Furthermore, the author focuses on the OECD’s governance mechanisms and the obstacles it presents to public scrutiny. The author argues that the pursuit of market mechanisms posed both educational and political problems on the OECD's accountability regime. He argues that in order to redress the asymmetries between strong influence and weak democratic control will require profound advances in the organization of the global public sphere. He proposes to broaden the global educational discourse, in which the accountability narrative is complemented by narratives of local institutional learning, educational tradition, democratic participation, and cultural diversity.
Updated: Oct. 18, 2017
Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
This paper begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors.
Updated: Jan. 02, 2017
Reflections of a Peace Educator: The Power and Challenges of Peace Education With Pre-Service Teachers
The present study examines one long-standing peace and global education initiative for pre-service teacher candidates. It probes the meanings of peace education and of global education embedded in the program, as well as the program's effects on the pre-service candidates' understandings of peace education. The article discusses two main challenges faced by the core faculty in this peace education program. In particular, teacher candidates' understandings of peace education often seemed limited, especially in relation to their competence in developing curricula for other strands of global education. Second, teacher candidates often had difficulty acquiring the relevant knowledge base and teaching materials necessary for facilitating the complex pedagogies associated with peace education.
Updated: Nov. 23, 2015
Local and Global – Conflicting Perspectives? The Place of Overseas Practicum in Preservice Teacher Education
This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards.
Updated: Oct. 23, 2013
In this article, the author argues for a broader understanding of globalization and its effects and point to some implications that this has for teachers and teacher educators. The author concludes with nine tasks in which critical analysis in education and teacher education must engage.
Updated: Mar. 18, 2013
A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course
In this article, the authors investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction.
Updated: Jan. 28, 2013
Please Mind the Culture Gap: Intercultural Development During a Teacher Education Study Abroad Program
This study explores a preservice teacher’s intercultural development over the course of a semester-long teacher education study abroad program in England. The preservice teacher experienced cultural dissonance during her immersion in the cultural context in England. Her immersion experience provided her with the opportunity to have the experience of being a cultural outsider. The authors conclude that such study abroad programs can be powerful vehicles in teacher educators’ efforts to prepare preservice teachers for work with culturally diverse students.
Updated: Feb. 08, 2012
This article investigates the prior learning of pre-service early childhood education students in the area of global education, a new curriculum initiative in Australian schools. 65 teacher education students entering the Bachelor of Early Childhood at the University of Western Sydney (UWS) responded to a survey on global education during their orientation programme. The results show that unlike primary and secondary teachers who describe university courses and specific content as reflecting global education; early childhood educators describe global education knowledge and perspectives as representing social processes related to working with young children.
Updated: Apr. 17, 2011