Global education and cross-cultural learning: A challenge for a research-based approach to international teacher education

Scheunpflug, Annette

doi:10.18546/ijdegl.03.3.03

Cited by 28 publications

(35 citation statements)

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“…It can be noted that Scheunpflug (2011Scheunpflug ( , 2014 proposes similar ways for developing competence of acting and reaching for solutions through dialogues.…”

Section: Global Learningmentioning

confidence: 99%

“…It has also been concluded that future research in ESD, as well as the particular challenges in global learning for sustainable development (GLSD), have to focus more on support to teachers Scheunpflug, 2011Scheunpflug, , 2014.…”

Section: Introductionmentioning

confidence: 99%

“…Huckle & Wals, 2015;Van Poeck et al, 2013;Standish, 2012) but in every subject (Scheunpflug, 2014). Similar to Scheunpflug (2011Scheunpflug ( , 2012, Bourn (2012) also emphasizes that global learning helps develop awareness and competences for sustainable development through subject-based knowledge and skills, since global learning might contribute to learning about places, cultures and peoples in another place on earth (cf. McKenzie, 2008).…”

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confidence: 99%

“…Scheunpflug (2011) suggests that global learning should not be defined as a subject matter in schools, but rather as a guiding principle identified by thematic topics such as environment, development, and interculturalism. Global learning elements may therefore be incorporated not only in geography and citizenship education (cf.…”

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confidence: 99%

“…Critical knowledge capabilities to handle unforeseen and complex knowledge Scheunpflug (2011) emphasises that teachers need competencies (cf. Study II) to address the challenges of globalisation, including the ability to handle the complexities of a knowledge society.…”

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confidence: 99%

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Tracing physical movement during practice-based learning through multimodal learning analytics

Healion

Russell

Cukurova

2017

Proceedings of the Seventh International Learning Analytics &Amp; Knowledge Conference

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7can be useful across numerous contexts and in the face of changing circumstances. Increasingly, also young people need to manage their own learning processes in self-directed learning, regardless of where they are physically or may move in their lifetimes. As established social structures struggle to address global challenges, people across the planet need to be able to organise themselves and to take initiatives. Keywords:Contextual Analysis, Critical Knowledge Capabilities, Deep Approaches to Learning, Deep Approaches to Teaching, Education for Sustainable Development (ESD), Environmental and Sustainabilty Education Research (ESER), Global Classrooms, Global Learning, Global Learning for Sustainable Development (GLSD), Global-Local Contexts, Phenomenography, Sustainable Development, Teaching Approaches, Transdisciplinary Teaching, Transitions. Ack gör mig värd att se i den! Ack gör mig ren!Karin Boye (ur Glömda land) 11 STUDIES INCLUDED IN THE DISSERTATIONThis thesis is based on the following studies. All articles are reprinted with permission from the copyright holders and appended to the end of the thesis. Study IAnderberg, Nordén, Birgitta, Avery, Helen & Anderberg, Elsie (2012). Learning in global settings: developing transitions for meaningmaking. Research in Comparative and International Education, 7(4), 514-529. Special Issue. Study III Study IVNordén, Birgitta. Transdisciplinary teaching for global learning of sustainable development in a whole school project. The INTRODUCTIONAwareness of global sustainability questions has increased in many parts of the world. A large number of teachers want to make a difference, and feel the urgency of the situation the planet is facing. Nevertheless, working with education for sustainable development (ESD) in practice, teachers frequently experience difficulties dealing with the multiple dimensions of sustainable development, and do not know how to educate on complex issues that stretch across and beyond school subjects. Despite the need for knowledge and research on these questions, issues of introducing a educational development processes for ESD have not been extensively researched to date. This is particularly true at upper secondary school levels. Rather than taking a whole school approach, and working with the processes of development in a sustained and continuous manner, the approach of education for sustainable development at schools has instead often been fragmented, and depended upon individual interests and the work of particularly motivated teachers.The importance of advancing the quality of ESD was early recognised by Hart & Nolan (1999). It has also been concluded that future research in ESD, as well as the particular challenges in global learning for sustainable development (GLSD), have to focus more on support to teachers Scheunpflug, 2011Scheunpflug, , 2014.This thesis takes its point of departure in experiences from the Young Masters Distance Education Programme, which started in 1999 , and a series of projects that connected to 18 this pr...

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“…It can be noted that Scheunpflug (2011Scheunpflug ( , 2014 proposes similar ways for developing competence of acting and reaching for solutions through dialogues.…”

Section: Global Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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