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Improving practice in Teacher Training
Global Perspectives and Teachers in Training

Development Education Association (2004)

Madeleine Graf of the Swansea Institute of Higher Education reviews this new booklet from the DEA.

Global Perspectives and Teachers in TrainingThis publication is part of the DEA’s ‘Improving Practice’ series. Its aim is to stimulate discussion and to encourage individuals and institutions to move forward in the process of developing a global dimension in their work with teachers in training. The publication contains an interesting and informative discussion of principles, concepts and terminology and a collection of case studies which demonstrate a global dimension in practice in a range of ITET courses. A particularly useful aspect of the format of the booklet is the summary of key points at the end of each section.

The introductory section of the booklet gives a rationale for the inclusion of global perspectives in all sectors of education. This is followed by an important discussion of the terminology currently being used by different groups in different parts of the U.K. The plethora of terms describing similar concepts around the global dimension can be a cause of confusion even to those who have worked with them for many years and I expect this discussion to go some way towards ensuring shared meanings and greater clarity of expression; important factors in taking these ideas forward. The introduction continues with references to a set of good practice indicators for global perspectives in ITET and then discusses some of the common themes and issues arising from the case studies.

The main part of the booklet comprises eight case studies from a variety of institutions offering ITET courses: primary BEd, BA and primary and secondary PGCE. The case studies have been chosen to exemplify aspects of good practice as defined by the good practice indicators for global perspectives in ITET which are described in the final section of the booklet.

The Bangor and Bath Spa studies show how global perspectives are being incorporated into undergraduate degrees: Bed at Bangor and BA Education Studies at Bath Spa. These are very different institutions with interestingly different courses and particular areas of staff expertise and interest. The Exeter study discusses the implementation of an optional module in the undergraduate course, an explicit global perspective in the Education and Professional Studies programme within the primary PGCE, and a CPD module for serving teachers. Education for Sustainability, based on Agenda 21, global and local, is the focus of the optional module in the Hertfordshire study and the Swansea study examines the introduction and development of the Global Teacher Project within the Institute and its partner schools. The use of educational study trips is discussed in the Canterbury study (undergraduate) and in one of the Institute of Education, London, studies (PGCE). Both Institute of Education studies give useful insights into the value of incorporating global perspectives into subject areas which are perceived to have distinct content and particular approaches to teaching and learning.

These case studies should provide useful ideas and models at a range of levels from individuals to institutions. The different projects are well described, and the opportunities offered and the challenges met are discussed critically by the contributors. Some of the key issues identified at the end of each study will be familiar to most readers but others may be new and challenging. However, there should be something here for most of us to adopt or adapt.

The final sections of the booklet look at taking forward the agenda of global perspectives in ITET and consider the need for further debate and scholarship and support from official bodies such as TTA and DFES. The indicators for good practice are listed and there is an informative account of the process of their development. The addresses and websites of useful organisations and agencies, and the list of key texts will be a good resource.

This publication should provide support to colleagues who are trying to introduce or enhance the global perspective in their institutions. It is easy to read, clearly set out and firmly based in current practice, backed up by references to respected educational writers and official bodies. It could make a positive contribution to the discussion which we need in order to take forward the agenda of global perspectives in ITET.

This publication is available from Development Education Association, 33 Corsham Street, London N1 6DR, email dea@dea.org.uk, tel: 020 7490 8108 www.dea.org.uk/schools