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Teacher Educator District Training and Support Centre Khushab. .
Professional Development in Global Education
It is widely accepted that many variable contribute to effective education. The most crucial factor is the quality of interaction, between the teacher and the taught. If we accept that the quality of any educational system ultimately depends on the quality of teacher, development or professional development of teacher is one which deserves our urgent careful and continued attention. As we approach towards the process of globalization, we see that many new trends have been occurred in the field of education, such as continuing education, education of work, science education and global education. These are trends, which required professional development of teacher.
What is Professional Development?
Professional development often refers to skills required for maintaining a specific career path or to general skills offered through continuing education, including the more general skills area of professional development. It can be seen as training to keep current with changing technology and practices in a profession or in the concept of lifelong learning. Developing and implementing a program of professional development is often a function of the human resources or organization development department of a large corporation or institution. Fullan (1991) expands the definition to include “ the sum total of formal and informal learning experiences throughout one’s career from pre service teacher to retirement” Susan loucks- Horsely shares a definition of the professional development “Opportunities offered to educators to develop knowledge skills, approaches and dispositions to improve their effectiveness in their classrooms and organizations.
What is Global Education?
“Global Education is education that opens people’s eyes and minds to the realities of the world, and awakens them to bring about a world of greater justice, equity and human rights for all” Global Education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict prevention and Inter_ Cultural Education: being the global dimensions of Education for Citizenship” Conception and Framework of Professional Development In Global Educatin As we are the part of global world and this internationalism is a feeling that “the individual is not only a member of his state but a citizenship of the world” Oliver Goldsmith. To give a right and proper direction to the taught that requires the good competence of the teacher in the global education. Teacher’s role is to facilitate the student to understand the real truth, they every and commerce. Hence this aspect of independence of all countries of the world should be emphasized by the educational organization of all nations of their government, Here we need professional skilled teachers to develop international understanding. As the aim of education for international understanding is to promote international good will through education to establish a lasting world peace. So aim of professional development in global education is :• • • • To develop international understanding To know the basic organs and developments of different cultures. To enable the teachers how to use the multimedia in their classrooms. To develop the ability to work with people form other cultures,
Major Elements of Professional Development in Global Education
To educate the minds of young people psychologically and intellectually and to form strong attributes against conflict and war and promote international unity and brotherhood. We need competent teachers. We need professional development in global education. The basic elements are as follow:-
Conceptualization is one of the major element in global education. Teacher must clear in his/her concept about global understanding or international understanding. Global understanding means in a sense world citizenship, This sense emphasize that all human beings are fellows and me members of the world family. It indicate love, sympathy and cooperation among all the people of all the nations of the world. The main aspects are:
• • • •
Universal and diverse human beliefs and values Knowledge of global dynamics in its economic, social and political systems. The role of human beliefs in lives. Knowledge about the global issues and problems.
b) Acquiring Global Content
As teacher educators articulate their conception of global education, they also consider what teachers need to know to be able to teach global perspective to their students. They should acquire the knowledge of the world and its people. Knowledge from art, history, the social and behavioral sciences, the physical sciences and perhaps agricultural and technological will be needed to prepare teachers to teach. C)
Experiencing Cross- Cultural Learning
Experiencing cross-cultural learning is an important and a hopeful element of professional development for teachers, it helps to learn, how to live with cultures different from their own within both the local community and the world community. This will also enhance their knowledge about different cultures and their social systems. They will learn and practice skills in perspective taking and cross cultural communications, interaction, collaboration and conflict management.
c) Pedagogy for Global Perspective
Pedagogy for a global perspective is the practice of teaching and learning globally oriented content in ways that support diversity and social justice in an interconnected world. To prepare teachers to teach for diversity and equity in a globally interconnected world, teacher educators use methods and materials that have teachers reflect upon, experience, explore, analyze, and participate in local and global communities.
Method for Pedagogy for a Global Perspective
1. Self Knowledge: Teacher examine their own identity and cultural heritage and reflect upon their past experiences with the other and their privilege situated locally and globally. 2. Cross-Cultural Experiences: Teachers participate in cultures (in mainstream and on the margins) different from their own to learn from both differences and similarities and traced historical antecedents to the status quo of economic, political and social power. 3. Cross-Cultural Skills: Teachers develop cross[ cultural skills in listening, interactions, communication, co-operation, and conflict management.
4. Perspective Consciousness: Teachers examine multiple perspectives, Teachers research different perspectives on local and global issues reach and discuss literature or histories from different points of view or frames of references. 5. Values Analysis: Teacher identify and analyze values, beliefs and attitudes. Teacher examine, evaluate and critique instructional and popular print material. 6. Authentic Learning: Teacher apply global knowledge and cross cultural skills through authentic applications, Examples: Teacher develop new instructional material and assessments, collaborate in community projects that support diversity and social justice, make substantive connections between their students and people in another part of the world.
In a broad sense professional development may include formal types of vocational educational, typically post-secondary or polytechnic training leading to qualification or a credential required to get or retain employment. Informal of individualized programs of professional development may also include the concept of personal coaching Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills. There is no denying fact that professional development in global education is essential. To achieve the goals of global education , learning as well as teaching program should be so organized to promote sociability, spirit of social service and a sense of social responsibility in addition to individual consciousness for the development of self. In global education teachers should think differently and perform differently. Accordingly teacher education programs should be improved
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