Developing schoolteachers’ ‘global literacy’ may provide a key to improving children’s understanding of their place in an increasingly interconnected world. In a four-year degree course, year 3 ITE students are offered an elective module which presents them with opportunities to analyse a variety of pedagogies for promoting the global dimension in the primary classroom. Ultimately, having contextualised their delivery in a process-led curriculum, they critically reflect on professional practice. A carefully constructed formal, summative assessment provides one instrument for analysing the impact on student learning. Additionally, an ongoing student self-evaluation and entry and exit questionnaires are used to gauge their capacities in relation to a knowledge and awareness of global perspectives, to sensitivity about teaching and learning controversial issues, and with regard to critiquing ethnocentrism. This paper evaluates their reflections not only on their skills, attitudes and values, but also their impressions about the consequent outcomes in educational settings; it then goes on to consider the broader implications for pedagogies and professional competences in ITE.
|Keywords:||Initial Teacher Education, ‘Global Literacy’, Pedagogy, Professional Practice|
Principal Lecturer, History and Education, Carnegie Faculty of Sport & Education, Leeds Metropolitan University, Leeds, West Yorkshire, UK
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