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

Wider Perspectives in Education  Values at Liverpool Hope University  Changes in the delivery of ITE  Partnership  Global learning  Philosophy of Teaching

Development Awareness Fund ( )  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 3 rd year Wider Perspectives in Education Extra curricular  Service and Leadership Award

Pedagogical approach to education for global citizenship... enables students to experience the five learning modalities of:  Independent learning: promoting responsibility for learning  Learning as dialogue: encouraging co-operative learning  Learning as partnership: working across institutional and community divides  Learning as public good: developing commitment to social ends  Learning 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)

Semester 1  Introduction to global learning – themes and concepts; what is going on in school, NGOs, Development Centres  Draft Philosophy of Teaching Semester 2  The Pedagogy of global learning  Projects set up  Assessments: Philosophy of Teaching, Project Presentations

Placement differences (to previous practice)  Local ‘diverse’ placements (contrast to usual teaching placements)  Global themes focus  Work with NGOs  Sustainable Schools, Eco-schools  Short International placements  Comparative Education  Entitlement and Opportunity

‘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)

 Ofsted  Rector’s Award  External Examiner

Relationships  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

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

Tutors Teachers Pupils Students 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

 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?

 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

 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 (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