"Do We Really Need to Know This?" The Challenge of Developing a Global Learning Module for Trainee Teachers

Autor/in	Scoffham, Stephen
Titel	"Do We Really Need to Know This?" The Challenge of Developing a Global Learning Module for Trainee Teachers
Quelle	In: International Journal of Development Education and Global Learning, 5 (2013) 3, S.28-45 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-526X
Schlagwörter	Trainees; Preservice Teacher Education; Learning Modules; Barriers; Mixed Methods Research; Global Education; Controversial Issues (Course Content); Environmental Education; Required Courses; College Seniors; Questionnaires; Online Surveys; Student Surveys; Focus Groups; Student Experience; Student Teaching; Student Teacher Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Auszubildender; Weibliche Auszubildende; Lehramtsstudiengang; Lehrerausbildung; Learning module; Lernmodul; Globales Lernen; Controversial issues; Kontroverse; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pflichtkurs; College; Colleges; Senior; Hochschule; Fachhochschule; Fragebogen; Schülerbefragung; Studienerfahrung; Teaching practice; Unterrichtspraxis; Ausland; Großbritannien
Abstract	This article explores some of the challenges of developing a module on global learning with primary initial teacher education (ITE) students studying at a UK university. The research, which employed a mixed methodology, involved around 550 students and eight members of staff over a three-year period. The findings indicate that many students developed their thinking about global issues, albeit on a surface level. A small but significant minority proved much harder to reach. The discussion highlights the complexities of global learning, the significance of underlying values and beliefs, and the impact of the wider professional and cultural context. A key issue that emerges is the importance of recognizing barriers and inhibitors to global learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01