gec 2014 - adam usher
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• Keynote Presentation
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Global Citizenship
Personal Responsibility interconnect
Social Responsibility
Global Justice
Civic Engagement
Intercultural Communication
Self Awareness
Meaning Making
Critical Curiosity
Resilience
Learning Relationships
Strategic Awareness
Global Citizenship Scale
ELLI
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Glocal Characterisitcs: Students and Teachers
Glo
Globally!competent!students!investigate!the!world!
Globally!competent!students!recognize!perspectives!
Globally!competent!students!communicate!ideas!
Globally!competent!students!take!action!
Students!investigate!the!world!beyond!their!immediate!environment!
Students!recognize!their!own!and!others’!perspectives!
Students!communicate!their!ideas!effectively!with!diverse!audiences!
Students!translate!their!ideas!and!findings!into!appropriate!actions!to!improve!conditions!
! Globally Competent Student Characteristics (Boix-Mansilla and Jackson, 2011, p.12)
Globally!competent!teachers!investigate!the!world!
Globally!competent!teachers!recognize!perspectives!
Globally!competent!teachers!communicate!ideas!
Globally!competent!teachers!take!action!
Teachers!investigate!their!practice!as!a!discrete!discipline!beyond!their!immediate!environment!(curriculum!/ !systemic!imperatives)!!
Teachers!recognize!their!own!practice!and!pedagogical!theory!and!the!perspectives!of!others’!practice!and!understanding!
Teachers!communicate!their!ideas!and!practices!with!diverse!audiences!
Teachers!translate!their!ideas,!practices!and!findings!into!appropriate!actions!to!improve!the!teaching!and!learning!of!their!students!and,!importantly,!other!teachers!
! Globally Competent Teacher Characteristics (Usher, Sandvad 2014)
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Critical Curiosity Getting beyond the slogan. Testing veracity
Strategic Awareness Navigating the intractable
Learning Relationships
Dialogue beyond the ‘what’ and beyond the ‘here’
Growth Orientation Engaging in the world around me will make me better at making sense of it
Creativity Re-imagination of identity and perspective
Resilience Ownership of your own meaning and actions
Meaning Making The whole is greater than the sum of its parts
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Critical Curiosity
Meaning Making
Critical Curiosity
Strategic Awareness
Creativity
Growth Orientation
Learning Relationships
Link between theory and practice-based instruction for Innovation
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Professional
Glo
Aggregated Teacher ELLI Data
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Glo
Aggregated Student ELLI Data
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Glo
ELLI Data: Strategic Awareness
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Glo
ELLI Data: Critical Curiosity
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Disconnect between policy and the classroom – teachers’ professional development
• OECD TALIS shows teacher development is often not suited to teachers’ needs. One-off courses are often provided even though teachers believe (and the evidence shows) that longer term individual and collaborative research opportunities have the greatest impact. !
• While 90% of teachers in TALIS 2008 countries would like to participate in research opportunities, only around one third do so.
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“From what I have seen in Western countries, teachers’ place of work is the classroom - with students coming and going. In Shanghai, teachers’ main place of work is their office. The emphasis is on their professional learning and research.” !Ms Xu Hong, School Principal, Shanghai Experimental School
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Research groups in Shanghai: how they work !• Research groups produce research papers published in
academic journals.
• Exemplary teachers present research group findings in
open
lessons at the District level.
• Research and lesson groups are integrated into school
structures; in professional learning, promotion as well
as
administrative structures (for example, timetabling,
physical
space).
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Implications for Future Action: • The phase of raising awareness of the need has reached its end
and the phase that seeks to identify and address the gap between goals and practice through a scholarly learning approach to teacher professional learning needs to begin. !
• Critical to this phase is the need to understand teachers’ affective learning capacity as being central to creating a positive identity as a global learner and meta-competence as a globally literate teacher and for these to be supported systemically. !
• Equally important is making explicit these competences and the positive potential impact on teacher effectiveness and student achievement. !
• The necessary approach reframes teachers as learners and co-investigators