Module in Year 3 BA QTS Primary Teaching at Liverpool Hope University Alison Clark.

THE IMPACT OF ‘WIDER

PERSPECTIVES IN EDUCATION’

Module in Year 3 BA QTS Primary Teaching

at Liverpool Hope University

Alison Clark

SETTING UP THE COURSEWider Perspectives in Education

Values at Liverpool Hope University

Changes in the delivery of ITEPartnership Global learningPhilosophy of Teaching

HOW IT ALL BEGANDevelopment Awareness Fund (2007-

2010) A balance of curricular and extra

curricular approaches adopted

Curricular PGCE Primary: Creative Global Citizens conference PGCE Secondary: Cross curricular planning day BAQTS Primary (4 year): Introduction of 3rd year

Wider Perspectives in Education

Extra curricular Service and Leadership Award

WAYS OF LEARNINGPedagogical approach to education for

global citizenship ... enables students to experience the five learning modalities of: Independent learning: promoting

responsibility for learningLearning as dialogue: encouraging co-

operative learningLearning as partnership: working across

institutional and community dividesLearning as public good: developing

commitment to social endsLearning as lifelong: establishing

dispositions and habits of mind(Barr, 2005:57)

Focus on pedagogical approaches: Open space for dialogue and enquiry Service-learning Philosophy for children Co-operative Learning

Explicit links to educational priorities: Sustainable Schools Community Cohesion Diversity and Equality

~ Global Dimension in Practice Conference (2009)

STRUCTURE OF THE COURSESemester 1 Introduction to global learning – themes

and concepts; what is going on in school, NGOs, Development Centres

Draft Philosophy of TeachingSemester 2 The Pedagogy of global learning Projects set up Assessments: Philosophy of Teaching,

Project Presentations

CONTRASTING EXPERIENCEPlacement differences (to previous

practice)

Local ‘diverse’ placements (contrast to usual teaching placements)Global themes focusWork with NGOsSustainable Schools, Eco-schools

Short International placementsComparative Education

Entitlement and Opportunity

A NEGOTIATED EXPERIENCE‘Providing students with the opportunity

to:

choose needs or issues in the community that connect to the course content

dialogue with stakeholder in framing and defining the problem and action

engage in problem posing education around the social, political and economic issues that arise in the service-learning experience’

(Rosenberger, 2000:40)

LOCAL PLACEMENTS

GLOBAL PLACEMENTS

IMPACT OF THE COURSE – UNIVERSITY VIEW

Ofsted

Rector’s Award

External Examiner

SHORT-TERM IMPACTRelationships With schools – impact on partnership, on

hierarchy With the community – a wider network With international providers

Learning Student learning – philosophy of teaching,

reflection Tutor learning – links between theory and

practice School learning – global themes and

awareness

LONGER-TERM IMPACTIndications are... Teacher / Hope Network is being created More ‘challenging’ projects Extension of existing projects CPD focus is developing ‘Global Teacher’ Award – early stages

Tutors

Teach

e

rs

PupilsStu

dents

Strengthened links with partnership schools;

Professional Development

Professional development;

Support for new ideas

Motivation: rich

contextualised learning

Greater interest:Change the ‘ecology of learning’

Learning Community

DISCUSSION What do students get out of diverse

placements / global learning? How is a placement in a developing

country different to that in a developed country? Is one more valuable than the other?

What might be arguments for local vs. global placements (of this diverse nature)?

What are the advantages of group over individual placements?

To what extent should the student research the context they are visiting?

GLOBAL LEARNING INVENTORY I think it’s really important for young people to know what’s going

on in the world Having a global dimension to my education is totally pointless and

would detract from my important learning Global learning is absolutely essential for the development of

myself and those that I teach Global learning is a low priority issue on the scale of what is

important in my life and my work Whilst creative thinking is important there are things which take a

higher priority Global education adds to pupil learning I think global learning is significant but honestly don’t know if it is

more or less important than Maths or English Young people should be aware of different perspectives Global learning is too complex to engage with Incorporating global learning is beyond the role/scope of being a

teacher I hate the whole idea of teaching about global learning Whilst global perspectives in learning could be important, the

concept may need further clarification to be usefully applied to the curriculum

I am very passionate about global education Global learning is possibly one way to promote critical thinking

REFERENCES Barr, I (2005) In the situation of Others. The final

evaluation report on the DFID initiative on embedding the Global Dimension in Initial Teacher Education 2001-2005 (Unpublished Report)

Rosenberger, C (2000) Beyond empathy: Developing critical consciousness through service-learning in O’Grady Integrating service learning and multicultural education in colleges and universities, New Jersey: Lawrence Erlbaum pp23-44