A Conceptual Framework for Critical Global Learning Developed Through Self-Study Research Within Initial Teacher Education

• In Event: Global Views of Teacher Education Using Self-Study of Teacher Education Practices (S-STEP) Methodology

Abstract

This paper shares my learning as a teacher educator as I engaged in a self-study research project to explore how my practice impacted on students’ critical global learning, which I define as the intersection between critical thinking and global education (GE). I sought to discover the strengths and areas for improvement within my practice and to come to an enhanced understanding of my students’ interaction with my teaching. By locating this study within the nexus of critical thinking and GE within the context of initial teacher education (ITE), I responded to the knowledge-gap in relation to the teaching of critical global learning within ITE by developing a research-informed and tested two-part conceptual framework.

Author

• Brighid Golden, Mary Immaculate College
  Presenting Author