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Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education

Year 2011, Volume: 7 Issue: 2, 6 - 32, 01.08.2011

Abstract

This case study analyses a professional development (PD) program in global citizenship education (GCE) that seeks to develop teacher education candidates’ knowledge and capacities as global citizens during a one-year Bachelor of Education program. In particular, we explore how pre-service teachers perceived and experienced PD in GCE as a component of their professional learning and how this knowledge related to their understanding of curricula and pedagogical practices. First, we explore a model of effective PD and use this model to describe and analyze the GCE PD program, followed by a brief discussion of its context within the Faculty PD program; next, we outline the pre-service teachers’ conceptions of PD in GCE; and finally, we suggest ways that PD for pre-service teachers can be enhanced to meet the specific curricular and pedagogical demands of GCE. Our findings suggest that best practices for PD in GCE include consistent use of pedagogies such as experiential learning and explicit modeling; targeted instruction in specific intellectual, affective, and action domains of GCE; providing pre-service teachers with opportunities to practice and reflect on the implementation of GCE in classroom settings; and developing collaborative networks of support

References

  • Adey, P. (2004) The professional development of teachers: Practice and theory. Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Bickmore, K. (1998). Teacher development for conflict resolution [Maple Elementary School]. Alberta Journal of Educational Research 44(1), 53-69.
  • Bickmore, K. (2006). Democratic social cohesion (assimilation)? Representations of social conflict. Canadian Journal of Education, 29(2), 359-386.
  • Blaney, D. L. (2002). Global education, disempowerment and curricula for a world politics. Journal of Studies in International Education, 6(3), 268-282.
  • Bottery, M. (2006). Education and globalization: Redefining the role of the educational professional. Educational Review, 58(1), 95-113.
  • Cutrara, Samantha. To Placate or Provoke: A critical review of the disciplines approach to history curriculum Journal of the Canadian Association of Curriculum Studies 7, 2: 86-109
  • Cole, A. L., & Knowles, J.G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Needham Heights, MA: Allyn and Bacon.
  • Cook, S. A. & Duquette, C. (1999). Professional development schools: Pre-service candidates’ learning and sources of knowledge. Alberta Journal of Educational Research, 45(2), 198-207.
  • Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review, 58(1), 5-25.
  • Edmunds, C. (2007). Continuous quality improvement: integrating best practice into teacher education. International Journal of Educational Management, 21(3), 232-237.
  • El-Sheikh Hassan, O. (2000). Improving the quality of learning: Global education as a vehicle for school reform. Theory Into Practice 39(2), 97-103.
  • Evans, Linda. (2009). S/he who pays the piper calls the tune? Professionalism, developmentalism and the paucity of in-service education within the research profession. Professional Development in Education 35(2), 289-304.
  • Evans, M. (2006). Educating for citizenship: What teachers say and what teachers do. Canadian Journal of Education/Revue canadienne de l’éducation, 29 (2), 410-435.
  • Freeman, R. E. (1993). Collaboration, global perspectives, and teacher education. Theory Into Practice, 32(1), 33-39.
  • Gallavan, N. (2008) Examining teacher candidates’ views on teaching world citizenship. The Social Studies, November/December 2008, 249-254.
  • Garratt, D. & Piper, H. (2003). Citizenship education and the monarchy: Examining the contradictions. British Journal of Educational Studies 51(2), 128-148.
  • Gilliom, M. E. (1993). Mobilizing teacher educators to support global education in preservice programs. Theory Into Practice, 32(1), 40-46.
  • Goldstein, T. & Selby, D. (2000). Introduction. In T. Goldstein & G. Pike (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (pp. 11-26). Toronto: Sumach Press.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice 8(3/4), 381-391.
  • Hicks, D. & Bord, A. (2001). Learning about global issues: Why most educators only make things worse. Environmental Education Research, 7(4), 413-425.
  • Holden, C. & Hicks, D. (2007). Making global connections: The knowledge, understanding and motivation of trainee teachers. Teaching and Teacher Education, 23, 13-23.
  • Horsley, M., Newell, S. & Stubbs, B. (2005). The prior knowledge of global education of pre- service teacher education students. Citizenship, Social and Economics Education, 6(3), 137-155.
  • Kosnick, C. & Beck, C. (2008). We taught them about literacy but what did they learn? The impact of a preservice teacher education program on the practices of beginning teachers. Studying Teacher Education, 4(2), 115-128.
  • Kubow, P. K., & Fischer, J. M. (2009). Democratic Concept Development: A dialogic process for developing educational curriculum. Pedagogies: An International Journal, 1(3), 197-219.
  • Macintyre Latta, M. (2005). The role and place of fear in what it means to teach and to learn. Teaching Education, 16(3), 185-196.
  • McCully, A. (2006). Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience. Educational Review, 58 (1), 51-65.
  • McLean, L., Sharon Cook & Tracy Crowe. (2008) Imagining global citizens:
  • Teaching peace and global education in a Teacher Education Programme.
  • Citizenship, Teaching and Learning (UK) 4 (1), 12-26.
  • Merryfield, M. M. (1993). Reflective practice in global education: Strategies for teacher educators. Theory Into Practice, 32(1), 27-32.
  • Merryfield, M. M. (1994). Teacher education in global and international education. In Sutton, M. And Hutton, D. (Eds.), Concepts and Trends in Global Education (pp. 27-32). Washington, DC: Office of Educational Research and Improvement.
  • Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16, 429-443.
  • Mundy, K. & Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. Canadian Journal of Education 31(4), 941-974.
  • Mundy, K., Manion, C., Masemann, V., and M. Haggerty (2007). Charting Global Education in Canada’s Elementary Schools: Provincial, District, and School Level Perspectives. Toronto, ON: UNICEF Canada.
  • Piggot-Irvine, E. (2008). Establishing criteria for effective professional development and use in evaluating an action research based program. Journal of In-service Education 32(4), 477-496.
  • Pike, G. (2000). A tapestry in the making: The strands of global education. In T. Goldstein & G. Pike (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (218-241). Toronto: Sumach Press.
  • Prado-Olmos, Patricia, Francisco Rios and Lillian Vega Castaneda (2007). Studying Teacher Education 3(1), 85-102.
  • Reimer, K. & L. McLean (2009). Conceptual clarity and connections: Peace and
  • global education and pre-service teachers. Canadian Journal of Education 32(4), 903-926.
  • Robertson, S. L. (2005). Re-imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems. Comparative Education, 41(2), 151-170.
  • Schukar, R. (1993). Controversy in global education: lessons for teacher educators. Theory Into Practice, 32(1), 52-57.
  • Smith, David (2006). Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy in Curriculum as Cultural Practice: Postcolonial Imaginations ed. Yatta Kanu Toronto: University of Toronto Press, 251-259.
  • Spindler, G.D. (1987). The transmission of culture. In G.D. Spindler (Ed.), Education and Cultural Process: Anthropological Approaches (2nd ed.) (pp. 303–334). Prospect Heights, IL: Waveland Press.
  • Sutton, M. & Hutton, D. (2001). Overview of Global and International Education. In M. Sutton & D. Hutton (Eds.), Concepts and Trends in Global Education (pp. 1-6). Washington, DC: Office of Educational Research and Improvement.
  • Thompson, Meryl. (2009). Professionalism and professional development. Professional Development in Education, 35(2), 169-174.
  • Trotta Tuomi, M. (2004). Planning teachers’ professional development for global education. Intercultural Education 15(3), 295-306.
  • Ukpokodu, O. N. (2003). The challenges of teaching a social studies methods course from a transformative and social reconstructionist framework. The Social Studies, 94 (2), 75-80.
  • War Child Canada in cooperation with Environics Research Group (2006). The War Child Canada Youth Opinion Poll: Canadian youth speak out on global issues and Canada’s role in the World .
  • Warner, L. (1998). Challenging school practice through professional development in multicultural and global education. In L. Swartz, L. Warner, & D.L. Grossman (Eds.), Intersections: A professional development project in multicultural and global education, Asian and Asian American studies (pp. 33-56). Boston, MA: Children’s Museum.
  • Yamashita, H. (2006). Global citizenship education and war: the needs of teachers and learners. Educational Review, 58 (1), 27-39.
  • Yin, R. K. (2006). Case Study Methods. In Green, J. L., Camilli, G., Elmore, P. B., Skukauskaite, A., & E. Grace (Eds.), Handbook of Complementary Methods in Education Research (pp. 111-122). Mahwah, NJ: American Educational Research Association Appendix
  • Table 3: Main and sub-themes of findings and related case descriptions Themes
  • Nature of the of the innovation being introduced
  • Case Descriptions of PD in GCE
  • Specific content of PD in GCE varied depending
  • on the activity or workshop, but generally
  • included background information on issues
  • commonly associated with GCE (social justice,
  • democracy, youth engagement, community
  • involvement, citizenship, environmental and
  • sustainability issues) which address both the
  • cognitive and affective components of GCE, as
  • well as modeling and provision of pedagogies,
  • lesson ideas, and classroom resources which
  • reflect the active component.
  • in complementary pedagogies for GCE.
  • Nature of the delivery system •
  • Modeling of complementary pedagogies for GCE;
  • Opportunities for experiential learning;
  • Opportunities for critical reflection and discussion;
  • Opportunities to learn from classroom
  • teachers with experience in GCE;
  • Collaboration with Faculty and community members.
  • Fall and Winter Institutes: one- to two-day
  • conferences which included a series of panel
  • presentations, keynote speakers and workshops
  • led by teachers, professors and non-governmental
  • organization volunteers and employees.
  • Participants selected from a variety of workshops
  • that generally employ participatory learning,
  • provide background information on specific
  • issues or organizations, and often equip
  • participants with classroom resources and/or lesson ideas.
  • In-class workshops: 60-80 minute workshops led
  • by professors, non-governmental organizations
  • such as CHF (formerly Canadian Hunger
  • Foundation), UNICEF etc. These workshops
  • provided important background information on
  • specific issues and organizations, sample lessons
  • and activities for bringing these issues into the
  • classroom, and often facilitated the provisions of
  • (or exposure to available) classroom resources;
  • these workshops frequently involved participatory
  • learning and modeling of classroom activities.
  • Film viewings: participants viewed films
  • (documentaries, feature films, classroom video
  • resources) related to issues common to GCE with
  • lunch provided; discussions were then facilitated
  • by GCE team members regarding participants’
  • learning and impressions of the films and
  • discussions regarding how these resources might
  • be used in their teaching. Participants were also
  • able to request or recommend future films to be
  • viewed and discussed.
  • Website: a website was launched to provide a
  • forum for pre-service teachers to discuss GCE,
  • share resources and lesson plans; links to existing
  • resources and organizations were added and pre
  • service teachers were encouraged to create and
  • submit lesson and unit plans and resource
  • reviews. Updates for upcoming GCE PD activities were also posted.
  • Transition to Practice: The GCE team took on
  • the organization of a day of workshops (within a
  • week of scheduled PD activities), for all B.Ed.
  • students during the last week of classes. The team
  • decided on an environmental sustainability theme.
  • The day included keynote addresses by
  • environmental advocates Lisa Glithero (founder
  • of Project EYES) and a Member of Parliament
  • and former teacher, Justin Trudeau, and offered
  • workshops facilitated by NGOs, classroom
  • teachers, and in-house and visiting university
  • professors. While many of the workshops focused
  • on themes of environmental sustainability, other
  • topics related to GCE were also represented, such
  • as civil liberties, social justice, and peace
  • education. Two of the focus groups used in this
  • study were conducted over lunch during the week
  • of Transition to Practice PD activities.
  • The B.Ed program in which this case study is
  • situated is a full-time one-year post-undergraduate
  • degree in the anglophone sector of one Canadian
  • Faculty of Education. The program is divided into
  • three divisions: primary/junior (kindergarten
  • grade 6), junior/intermediate (grades 4-10), and
  • intermediate/senior (grades 7-12). The program
  • has an enrolment of approximately 800 students,
  • the majority of whom are racialized “white” and
  • many are women in their mid-twenties. • •
  • Foreseen environmental barriers to GCE*.
  • While the GCE PD program under study is extra
  • curricular, members of the GCE team also teach
  • in the Faculty and as a result have opportunities to
  • incorporate GCE into their teaching, as well as
  • building bridges with other Faculty members to
  • offer in-class workshops in other courses and to
  • promote extra-curricular PD opportunities in
  • GCE. The GCE team receives considerable
  • support from the Faculty for publicity for PD
  • activities and collaboration in the planning of
  • conferences, workshops, and film viewings.
  • The school environments in which pre-service
  • teachers are conducting practica and looking for
  • future employment vary greatly from school to
  • school with regard to their openness to and
  • experience with GCE. While themes common to
  • GCE can be found in various provincial
  • curriculum documents (most notably
  • environmental sustainability), no explicit mandate
  • exists for many of its components such as social
  • justice and peace education. Given the substantial
  • demands of the existing curricula, therefore, some
  • see GCE as an “extra” that they may or may not
  • have time to include in their teaching. Similarly,
  • many progressive pedagogies used in GCE are
  • currently in use in many classrooms across the
  • country, however, these approaches vary with
  • individual teachers and the resources available to them.
  • Changed pedagogical practice •
  • Change in pre-service teachers’
  • understanding of GCE and required pedagogy.
  • Opportunities to develop instructional units in
  • teacher education classes and to implement these
  • units during pre-service teachers’ practica;
  • participating in film discussions regarding
  • pedagogical practices and potential resources;
  • organizing a university wide mini-enrichment
  • week comprised of global education activities for
  • grade eight students; and creating and
  • reviewing existing GCE resources for the website
  • all serve to develop pre-service teachers’
  • understanding of GCE and its required pedagogy
  • by engaging them as creators, evaluators, and
  • participants in learning.
Year 2011, Volume: 7 Issue: 2, 6 - 32, 01.08.2011

Abstract

References

  • Adey, P. (2004) The professional development of teachers: Practice and theory. Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Bickmore, K. (1998). Teacher development for conflict resolution [Maple Elementary School]. Alberta Journal of Educational Research 44(1), 53-69.
  • Bickmore, K. (2006). Democratic social cohesion (assimilation)? Representations of social conflict. Canadian Journal of Education, 29(2), 359-386.
  • Blaney, D. L. (2002). Global education, disempowerment and curricula for a world politics. Journal of Studies in International Education, 6(3), 268-282.
  • Bottery, M. (2006). Education and globalization: Redefining the role of the educational professional. Educational Review, 58(1), 95-113.
  • Cutrara, Samantha. To Placate or Provoke: A critical review of the disciplines approach to history curriculum Journal of the Canadian Association of Curriculum Studies 7, 2: 86-109
  • Cole, A. L., & Knowles, J.G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Needham Heights, MA: Allyn and Bacon.
  • Cook, S. A. & Duquette, C. (1999). Professional development schools: Pre-service candidates’ learning and sources of knowledge. Alberta Journal of Educational Research, 45(2), 198-207.
  • Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review, 58(1), 5-25.
  • Edmunds, C. (2007). Continuous quality improvement: integrating best practice into teacher education. International Journal of Educational Management, 21(3), 232-237.
  • El-Sheikh Hassan, O. (2000). Improving the quality of learning: Global education as a vehicle for school reform. Theory Into Practice 39(2), 97-103.
  • Evans, Linda. (2009). S/he who pays the piper calls the tune? Professionalism, developmentalism and the paucity of in-service education within the research profession. Professional Development in Education 35(2), 289-304.
  • Evans, M. (2006). Educating for citizenship: What teachers say and what teachers do. Canadian Journal of Education/Revue canadienne de l’éducation, 29 (2), 410-435.
  • Freeman, R. E. (1993). Collaboration, global perspectives, and teacher education. Theory Into Practice, 32(1), 33-39.
  • Gallavan, N. (2008) Examining teacher candidates’ views on teaching world citizenship. The Social Studies, November/December 2008, 249-254.
  • Garratt, D. & Piper, H. (2003). Citizenship education and the monarchy: Examining the contradictions. British Journal of Educational Studies 51(2), 128-148.
  • Gilliom, M. E. (1993). Mobilizing teacher educators to support global education in preservice programs. Theory Into Practice, 32(1), 40-46.
  • Goldstein, T. & Selby, D. (2000). Introduction. In T. Goldstein & G. Pike (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (pp. 11-26). Toronto: Sumach Press.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice 8(3/4), 381-391.
  • Hicks, D. & Bord, A. (2001). Learning about global issues: Why most educators only make things worse. Environmental Education Research, 7(4), 413-425.
  • Holden, C. & Hicks, D. (2007). Making global connections: The knowledge, understanding and motivation of trainee teachers. Teaching and Teacher Education, 23, 13-23.
  • Horsley, M., Newell, S. & Stubbs, B. (2005). The prior knowledge of global education of pre- service teacher education students. Citizenship, Social and Economics Education, 6(3), 137-155.
  • Kosnick, C. & Beck, C. (2008). We taught them about literacy but what did they learn? The impact of a preservice teacher education program on the practices of beginning teachers. Studying Teacher Education, 4(2), 115-128.
  • Kubow, P. K., & Fischer, J. M. (2009). Democratic Concept Development: A dialogic process for developing educational curriculum. Pedagogies: An International Journal, 1(3), 197-219.
  • Macintyre Latta, M. (2005). The role and place of fear in what it means to teach and to learn. Teaching Education, 16(3), 185-196.
  • McCully, A. (2006). Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience. Educational Review, 58 (1), 51-65.
  • McLean, L., Sharon Cook & Tracy Crowe. (2008) Imagining global citizens:
  • Teaching peace and global education in a Teacher Education Programme.
  • Citizenship, Teaching and Learning (UK) 4 (1), 12-26.
  • Merryfield, M. M. (1993). Reflective practice in global education: Strategies for teacher educators. Theory Into Practice, 32(1), 27-32.
  • Merryfield, M. M. (1994). Teacher education in global and international education. In Sutton, M. And Hutton, D. (Eds.), Concepts and Trends in Global Education (pp. 27-32). Washington, DC: Office of Educational Research and Improvement.
  • Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16, 429-443.
  • Mundy, K. & Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. Canadian Journal of Education 31(4), 941-974.
  • Mundy, K., Manion, C., Masemann, V., and M. Haggerty (2007). Charting Global Education in Canada’s Elementary Schools: Provincial, District, and School Level Perspectives. Toronto, ON: UNICEF Canada.
  • Piggot-Irvine, E. (2008). Establishing criteria for effective professional development and use in evaluating an action research based program. Journal of In-service Education 32(4), 477-496.
  • Pike, G. (2000). A tapestry in the making: The strands of global education. In T. Goldstein & G. Pike (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (218-241). Toronto: Sumach Press.
  • Prado-Olmos, Patricia, Francisco Rios and Lillian Vega Castaneda (2007). Studying Teacher Education 3(1), 85-102.
  • Reimer, K. & L. McLean (2009). Conceptual clarity and connections: Peace and
  • global education and pre-service teachers. Canadian Journal of Education 32(4), 903-926.
  • Robertson, S. L. (2005). Re-imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems. Comparative Education, 41(2), 151-170.
  • Schukar, R. (1993). Controversy in global education: lessons for teacher educators. Theory Into Practice, 32(1), 52-57.
  • Smith, David (2006). Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy in Curriculum as Cultural Practice: Postcolonial Imaginations ed. Yatta Kanu Toronto: University of Toronto Press, 251-259.
  • Spindler, G.D. (1987). The transmission of culture. In G.D. Spindler (Ed.), Education and Cultural Process: Anthropological Approaches (2nd ed.) (pp. 303–334). Prospect Heights, IL: Waveland Press.
  • Sutton, M. & Hutton, D. (2001). Overview of Global and International Education. In M. Sutton & D. Hutton (Eds.), Concepts and Trends in Global Education (pp. 1-6). Washington, DC: Office of Educational Research and Improvement.
  • Thompson, Meryl. (2009). Professionalism and professional development. Professional Development in Education, 35(2), 169-174.
  • Trotta Tuomi, M. (2004). Planning teachers’ professional development for global education. Intercultural Education 15(3), 295-306.
  • Ukpokodu, O. N. (2003). The challenges of teaching a social studies methods course from a transformative and social reconstructionist framework. The Social Studies, 94 (2), 75-80.
  • War Child Canada in cooperation with Environics Research Group (2006). The War Child Canada Youth Opinion Poll: Canadian youth speak out on global issues and Canada’s role in the World .
  • Warner, L. (1998). Challenging school practice through professional development in multicultural and global education. In L. Swartz, L. Warner, & D.L. Grossman (Eds.), Intersections: A professional development project in multicultural and global education, Asian and Asian American studies (pp. 33-56). Boston, MA: Children’s Museum.
  • Yamashita, H. (2006). Global citizenship education and war: the needs of teachers and learners. Educational Review, 58 (1), 27-39.
  • Yin, R. K. (2006). Case Study Methods. In Green, J. L., Camilli, G., Elmore, P. B., Skukauskaite, A., & E. Grace (Eds.), Handbook of Complementary Methods in Education Research (pp. 111-122). Mahwah, NJ: American Educational Research Association Appendix
  • Table 3: Main and sub-themes of findings and related case descriptions Themes
  • Nature of the of the innovation being introduced
  • Case Descriptions of PD in GCE
  • Specific content of PD in GCE varied depending
  • on the activity or workshop, but generally
  • included background information on issues
  • commonly associated with GCE (social justice,
  • democracy, youth engagement, community
  • involvement, citizenship, environmental and
  • sustainability issues) which address both the
  • cognitive and affective components of GCE, as
  • well as modeling and provision of pedagogies,
  • lesson ideas, and classroom resources which
  • reflect the active component.
  • in complementary pedagogies for GCE.
  • Nature of the delivery system •
  • Modeling of complementary pedagogies for GCE;
  • Opportunities for experiential learning;
  • Opportunities for critical reflection and discussion;
  • Opportunities to learn from classroom
  • teachers with experience in GCE;
  • Collaboration with Faculty and community members.
  • Fall and Winter Institutes: one- to two-day
  • conferences which included a series of panel
  • presentations, keynote speakers and workshops
  • led by teachers, professors and non-governmental
  • organization volunteers and employees.
  • Participants selected from a variety of workshops
  • that generally employ participatory learning,
  • provide background information on specific
  • issues or organizations, and often equip
  • participants with classroom resources and/or lesson ideas.
  • In-class workshops: 60-80 minute workshops led
  • by professors, non-governmental organizations
  • such as CHF (formerly Canadian Hunger
  • Foundation), UNICEF etc. These workshops
  • provided important background information on
  • specific issues and organizations, sample lessons
  • and activities for bringing these issues into the
  • classroom, and often facilitated the provisions of
  • (or exposure to available) classroom resources;
  • these workshops frequently involved participatory
  • learning and modeling of classroom activities.
  • Film viewings: participants viewed films
  • (documentaries, feature films, classroom video
  • resources) related to issues common to GCE with
  • lunch provided; discussions were then facilitated
  • by GCE team members regarding participants’
  • learning and impressions of the films and
  • discussions regarding how these resources might
  • be used in their teaching. Participants were also
  • able to request or recommend future films to be
  • viewed and discussed.
  • Website: a website was launched to provide a
  • forum for pre-service teachers to discuss GCE,
  • share resources and lesson plans; links to existing
  • resources and organizations were added and pre
  • service teachers were encouraged to create and
  • submit lesson and unit plans and resource
  • reviews. Updates for upcoming GCE PD activities were also posted.
  • Transition to Practice: The GCE team took on
  • the organization of a day of workshops (within a
  • week of scheduled PD activities), for all B.Ed.
  • students during the last week of classes. The team
  • decided on an environmental sustainability theme.
  • The day included keynote addresses by
  • environmental advocates Lisa Glithero (founder
  • of Project EYES) and a Member of Parliament
  • and former teacher, Justin Trudeau, and offered
  • workshops facilitated by NGOs, classroom
  • teachers, and in-house and visiting university
  • professors. While many of the workshops focused
  • on themes of environmental sustainability, other
  • topics related to GCE were also represented, such
  • as civil liberties, social justice, and peace
  • education. Two of the focus groups used in this
  • study were conducted over lunch during the week
  • of Transition to Practice PD activities.
  • The B.Ed program in which this case study is
  • situated is a full-time one-year post-undergraduate
  • degree in the anglophone sector of one Canadian
  • Faculty of Education. The program is divided into
  • three divisions: primary/junior (kindergarten
  • grade 6), junior/intermediate (grades 4-10), and
  • intermediate/senior (grades 7-12). The program
  • has an enrolment of approximately 800 students,
  • the majority of whom are racialized “white” and
  • many are women in their mid-twenties. • •
  • Foreseen environmental barriers to GCE*.
  • While the GCE PD program under study is extra
  • curricular, members of the GCE team also teach
  • in the Faculty and as a result have opportunities to
  • incorporate GCE into their teaching, as well as
  • building bridges with other Faculty members to
  • offer in-class workshops in other courses and to
  • promote extra-curricular PD opportunities in
  • GCE. The GCE team receives considerable
  • support from the Faculty for publicity for PD
  • activities and collaboration in the planning of
  • conferences, workshops, and film viewings.
  • The school environments in which pre-service
  • teachers are conducting practica and looking for
  • future employment vary greatly from school to
  • school with regard to their openness to and
  • experience with GCE. While themes common to
  • GCE can be found in various provincial
  • curriculum documents (most notably
  • environmental sustainability), no explicit mandate
  • exists for many of its components such as social
  • justice and peace education. Given the substantial
  • demands of the existing curricula, therefore, some
  • see GCE as an “extra” that they may or may not
  • have time to include in their teaching. Similarly,
  • many progressive pedagogies used in GCE are
  • currently in use in many classrooms across the
  • country, however, these approaches vary with
  • individual teachers and the resources available to them.
  • Changed pedagogical practice •
  • Change in pre-service teachers’
  • understanding of GCE and required pedagogy.
  • Opportunities to develop instructional units in
  • teacher education classes and to implement these
  • units during pre-service teachers’ practica;
  • participating in film discussions regarding
  • pedagogical practices and potential resources;
  • organizing a university wide mini-enrichment
  • week comprised of global education activities for
  • grade eight students; and creating and
  • reviewing existing GCE resources for the website
  • all serve to develop pre-service teachers’
  • understanding of GCE and its required pedagogy
  • by engaging them as creators, evaluators, and
  • participants in learning.
There are 184 citations in total.

Details

Other ID JA49UF68ET
Journal Section Articles
Authors

Natalie Appleyard This is me

Lorna R Mclean This is me

Publication Date August 1, 2011
Published in Issue Year 2011 Volume: 7 Issue: 2

Cite

APA Appleyard, N., & Mclean, L. R. (2011). Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education. International Journal Of Progressive Education, 7(2), 6-32.