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This article investigates the possibilities of implementing global education in national education by means of an often referred-to social learning theory ‘communities of practice’. The argumentation is supported by research conducted in Finnish comprehensive schools lower level (the first six years of education). The research findings suggest that at the moment in Finland, global education is perceived as a real challenge for practitioners. In conclusion, it is argued that the use of communities of practice as a basis to implement global education perspectives in basic education has good potential to succeed in developing national education policies and in finding best practices for global education.
Becoming a Global Citizen
4.1 Global Education, Social Change and Teacher Education: The Importance of Theory Professor Vanessa de Oliveira Andreotti with Student Teachers, …Acknowledged reviewer, 2008
Global Education Guidelines. Concepts and Methodologies on Global Education for Educators and Policy MakersAnnales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
Mutual Learning Community: Teachers’ Opinions about Their Learning Possibilities in Schools Implementing International ProgrammesThe purpose of the study is to identify teachers’ opinions on their learning opportunities in schools implementing the following international programmes in Poland: International Baccalaureate (IB), Advanced Placement (AP), and International General Certificate of Secondary Education (IGCSE). The study was conducted using the diagnostic survey method on a group of 103 teachers. The theoretical basis was Wenger’s (1998) model of learning in communities of practice, which assumes that adult learning (in this case, teachers) can be analyzed in four areas: (1) Belonging, (2) Doing, (3) Becoming, and (4) Experiencing. Therefore, the socio-cultural situation of teachers and their common but specific educational practices conditioned by the specificity of international schools were adopted. The results show that teachers do not feel fully prepared to work after graduation, they use the knowledge and skills acquired in the workplace more often than that acquired during studies, and internat...
The notion of community of practice (CoP), fi rst enunciated by Lave and Wenger (1991), has become a generative theoretical framework that has been applied across a wide range of disciplines. In this article, I examine how this framework has been taken up in second language (L2) research, discuss its strengths and limitations in understanding L2 learning — particularly in classroom settings — and consider some directions for future research. However, before turning to the use that has been made of this notion in the fi eld of L2 research, it may be helpful to discuss its evolution. Lave and Wenger put forward their situated learning theory in opposition to the mainstream cognitive psychologists' conceptualization of learning as an individual achievement, concerned only with cognition. Their theory emerged in the context of a growing awareness of the fundamentally social nature of learning and cognition in the fi elds of educational and cultural psychology (e.
Management in Education
Global learning and the school curriculum2016 •
The global society of today is one that children and young people are aware of but this has not been fully recognised by education policy-makers despite the efforts and activities of many civil society organisations and the enthusiasm of teachers. Since 2010 in England, a government-sponsored programme, the Global Learning Programme, has been a conscious attempt to equip children and young people with the knowledge and skills to not only understand but actively engage with global issues. This programme is beginning to show the value of a ‘whole school’ approach in terms of increasing not only knowledge and understanding about the wider world but putting themes such as social justice and concern for the environment as key themes of a child’s learning.
This article presents twelve paths that constitute some of the main points of observation that we should find in a classroom in which a global dimension has been introduced. It also provides "scaffolding" (according to Jerome Bruner) for teachers and educators in any field to be able to assess their curricular approaches or educational practices, both in reviewing the planning as well as when assessing and evaluating the results. This is the so-called "global learning perspective", which, from the perspective of educational innovation, aims to deepen the idea of global citizenry, focusing on learning through diversity, for an inclusive school and a world with social justice, happiness and love.
This paper examines the Organization for Economic Cooperation and Development's (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine 'what works' in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how 'world-class' schools and systems, and their policies and practices, are defined.
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