Global perspectives in ITET

DEA’s work on Initial Teacher Education and Training is closely integrated with other work in the schools sector. Since 1997 we have been working working with partners and key stakeholders to:

  • debate and define what global perspectives in ITET mean
  • identify and disseminate examples of practice across a range of courses and levels
  • establish support for global perspectives in ITET from major policymaking bodies.

Publications


The main publication resulting from the above work is Global Perspectives and Teachers in Training (2003) . This case study based publication involved a range of stakeholders in its development and includes the indicators listed below.

Another publication, Supporting the Standards, was initiated by the Global Teacher Project of the World Studies Trust and developed collaboratively by a range of DEA members and other stakeholders. It can be downloaded as a PDF from www.globalteacher.org.uk.


Case studies


In addition to the case studies in Global Perspectives and Teachers in Training, innovative approaches to global perspectives in ITET are being developed by a range of DEA members and others, for example:

  • Manchester Development Education Project (DEP) is working with the Institute of Education at Manchester Metropolitan University (MMU) on a project to enable and enhance the ability of teachers to address the ‘global dimension’ in the classroom. It aims to reshape and develop the ITET courses at MMU and build capacity to deliver Continuing Professional Development courses and insets in the region. A major feature of the project is trying to assess staff and student skills, attitudes and values with regard to the global dimension. See: www.dep.org.uk/itet/index.php.

  • DEED, Dorset’s Development Education Centre has a project called Sowing the Seeds of Good Practice which supports teacher trainees and their mentors in schools in the three School Centred Initial Teacher Training (SCITT) schemes across Dorset. For more information, see Projects at: www.deed.org.uk or email: deed@gn.apc.org.

We would like to develop this list so please send in examples of policy and practice.


Indicators


Following discussions with members and other stakeholders, the DEA, in Global Perspectives and Teachers in Training (2003) proposed the following indicators. We would be interested to hear how they are being used: as the basis for a supportive audit of current courses; to prompt the modification of individual lessons or modules; to help guide discussion in the design of new courses.

  • Education for an interdependent world
    ITE institutions should explore the challenges and opportunities of educating teachers for a world characterised by globalisation and the realities of a global society.

  • Development of political literacy
    ITE institutions should seek to develop students’ understanding of political and decision-making processes at a local, national and global level.

  • Values and attitudes
    ITE institutions should encourage students to explore their own and other people’s values and attitudes.

  • Teaching and learning
    ITE institutions should ensure that students know how to plan, deliver and evaluate active and participative schemes of work which help pupils acquire a global perspective.

  • Subject knowledge
    ITE institutions should ensure that students have the knowledge and skills to deliver the global dimension through their specialist subject(s).

  • Research and scholarship
    ITE institutions should promote action research and other investigations into the theory and practice surrounding the global dimension in teaching and learning.

  • School policy
    ITE institutions should encourage and support students to engage in debate about the global dimension and educational policy in the schools where they work.