CASE STUDY
Teaching Global Perspectives: A Journey of Self-Discovery and Growth for UoG pre-service teachers
(2017-2024)
Who We Are
Institution: School of Education, University of Galway (UoG)
Project Leaders: Dr. Brenda Gallagher and Dr. Manuela Heinz supported by a multidisciplinary team including Kathryn Moore, Sean O’Grady, Sinead Ni Ghuidhir, and Dr. Kathy O’Sullivan.
Project Members: Each year, the project team consists of approximately 300 Professional Master of Education (PME) and 80 Máistir Gairmiúil san Oideachas (MGO) student teachers plus approximately 60 undergraduate student teachers (BA Mathematics and Education (BME); BA Education Computer Science and Mathematical Studies (CSM) engaged in some 30 hours of GCE. A cross-disciplinary team of faculty members support this group, and external experts from various non-governmental organisations (NGOs) and educational sectors that engage to create a rich collaborative environment for embedding global citizenship education (GCE) into initial teacher education.
What We Did
Our primary aim is to integrate GCE into the teacher education curriculum, enhancing student teachers’ capabilities to engage critically with global issues and thus prepare them to incorporate these perspectives into their future teaching careers.
Project Objectives:
- Integrate Global Citizenship Education (GCE) into the Curriculum:
- Integrate GCE into the teacher education curriculum, enhancing student teachers’ abilities to engage with and teach global issues.
- Ensure all student teachers are exposed to and engage with global citizenship concepts and practices throughout their teacher preparation.
- Embed GCE in a variety of modules and teaching methodologies, ensuring a comprehensive approach that reaches all aspects of teacher education.
- Enhance Teacher Competencies in Global Citizenship:
- Equip student teachers with the skills, knowledge, and attitudes necessary to effectively bring GCE into their future classrooms.
- Equip student teachers with pedagogical skills to implement GCE effectively in diverse educational settings.
- Develop critical consciousness among student teachers regarding global challenges like sustainability, justice, and equity, and empowering them to foster this awareness in their pupils.
- Promote Reflective and Engaged Teaching Practices:
- Encourage student teachers to incorporate GCE into their reflective practices and professional portfolios, ensuring that they consider global issues in their pedagogical reflections and teaching strategies.
- Foster a reflective approach where student teachers critically assess their role as educators in a globally interconnected world.
- Foster Collaborative and Interdisciplinary Learning:
- Facilitate collaborations between student teachers, faculty, and external partners (including NGOs) to enrich the learning environment and provide diverse perspectives on GCE.
- Support interdisciplinary learning experiences that leverage the unique contributions of various academic disciplines towards understanding and teaching GCE.
- Community Engagement and Outreach:
- Extend the impact of GCE beyond the university through community engagement projects, public exhibitions, and educational workshops that promote global citizenship themes.
- Establish and strengthen partnerships with educational and community organizations to enhance the practical application of GCE in real-world settings.
- Sustained Impact and Scalability:
- Ensure the initiatives are sustainable and can be scaled up to have a broader impact within and beyond the institution.
- Secure ongoing support and recognition for the initiatives, both internally within the university and externally from educational bodies and NGOs, to continue advancing the integration of GCE.
Curricular Approach:
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Integrated Curriculum: We infused GCE across various modules, ensuring that every student teacher engaged with GCE concepts through compulsory and optional activities.
Example: In AY2023/24 all PME, MGO and BME/CSM students participated in the global teacher award (GTA) thus supporting the aim to graduate teachers who consider GCE a central component of their professional identity and agency and who have the knowledge, skills and attitudes necessary to integrate GCE seamlessly into their practice.
Example: In AY2023/24 GCE was integrated across the following modules: Professional Practice Professional Studies Educational Sciences Subject Methodologies Practitioner-Based Research
Example: In AY2018/19; AY2019/20; AY2020/21; AY2021/22; AY2022/23 all PME Year 1 and Year 2 students (n = ~ 340) designed, planned and delivered a lesson with a development education (DE)/GCE focus. These lesson plans were reviewed and evaluated by member teacher educators.
Example: PME Yr2 students’ Action Research Projects: Title 1: What impact do case studies, as a teaching methodology, have on student engagement with Development Education? Title 2: Increasing learner awareness of Development Education and their engagement in leaning through active learning methodologies in Junior Cycle business studies.
Workshops and Seminars: Targeted workshops introduced student teachers to GCE, equipped them with necessary pedagogical skills, and encouraged them to apply these in diverse educational settings.
Example: DE/GCE is predominantly facilitated through student participation in DE/GCE focused workshops. Within these workshops School of Education staff and facilitators from relevant NGOs (WWGS, Galway One World Centre, SHA, Trocaire, Waterford Slí, FJI, 80:20, etc.) model active teaching and learning methodologies and students are encouraged to work collaboratively using inquiry/problem-solving based approaches and a variety of interesting and innovative resources.
Example: In AY2023/24 students and staff engaged in with the Nelson Mandela Anti-racism week workshops facilitation; GCE Padlet development and an International SDG Virtual Mobility Project.
Professional Learning Initiatives:
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Faculty Development: Regular workshops and seminars for faculty to deepen their understanding of GCE and to sustain its integration into teaching practices.
Student-Faculty Collaborations: Promoting joint learning and planning sessions to foster a community of practice around GCE.
Example: DE/GCE capacity building was undertaken as part of an SP Tutors workshop: September 2019; 41 participants.
Example: DE/GCE capacity building was undertaken as part of an Methodologists workshop: May 2020; 22 participants.
Example: In AY2021/22 A joint staff/student workshop was convened on the issue of ‘Tackling Controversial Issues in the Classroom’ (n = 12). This workshop was a huge success and reinforced our perspective that there is huge mutual benefits in terms of learning and progression when staff and students work together.
Quantitative Data: In AY2021/22 83% of respondents indicated that attending the GCE Methods workshop had both increased their appreciation of the importance and value of integrating GCE into their subject and increased their confidence to do so.
Quantitative Data: In AY2022/23 92% of respondents indicated that attending the GCE Methodology workshop had increased their skills, knowledge & confidence in terms of integrating GCE into their subject areas.
Levels of knowledge, interest and expertise in the area of DE varies greatly among staff members. There is some work to be done to ensure that DE is integrated into all element of our ITE programmes, however, most staff members are interested in further continuous professional development (CPD), discussion and guidance in the area of DE.
Monitoring and Evaluation:
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Feedback Mechanisms: Utilising surveys, interviews, and reflection sessions to gather data on the effectiveness of GCE initiatives.
Quantitative data: In AY2023/24 97% of respondents indicated that attending the GCE Days had increased their awareness of the concept of GCE, with 86% indicating that attending the GCE Days had increased their ability to analysis the concept of GCE. 96% of respondents indicated that attending the GCE Methodology workshop had increased their appreciation of the importance and value of integrating GCE into their subject areas.
Being part of the GCE committee has been one of the most rewarding experiences of my time in the PME program. From the start, I was fascinated by GCE and the GCE week workshops were some of the highlights of my university journey. Joining the [GCE] committee this year, with the inspiring guidance of staff members, has deepened my passion for GCE and opened up new paths for my professional growth.
It made me think about the stereotypical way that I think.
It promoted me to consider every purchase, its necessity and its backstory.
Quantitative data: Teacher confidence in terms of engaging with GCE is strongly linked to both subject specific and GCE specific knowledge. 10% of respondents to our GCE Days questionnaire indicated that GCE was not addressed/promoted in their methodology workshops/lectures. We will continue to work with our subject methodology lecturers on all our ITE programmes to enhance their understanding and appreciate of GCE and how it links to their specific subject. This will allow them to further integrate GCE principles into their own teaching and support our student teachers in identifying GCE opportunities within their subject matter. Where possible we will involve current and past student teachers in such training.
Quantitative data: In order for our student teachers to successfully integrate GCE into their practice they need the full support of SP Tutors with a deep understanding and appreciate of GCE and its role in the classroom. 34% of respondents to our GCE Days questionnaire indicated that GCE was not addressed/promoted by their SP Tutor during their placement with 22% indicating that it was not addressed/promoted by their school. We will continue to work with our SP Tutors on all our ITE programmes to enhance their understanding and appreciate of GCE; this will allow them to support student teachers in integrating GCE into their practice. Where possible we will involve current and past student teachers in such training.
Our student teachers have a unique and valuable role to play in the further development of the DE element of our programme; there is a need to further involve and listen to students as we plan the way forward.
Continuous Curriculum Assessment: Reviewing and updating curriculum components based on feedback to better meet educational goals and student needs.
Example: In AY2023/24 pre-service teachers engaged in the following assessment activities across a number of modules: lesson plans, evaluations, reflections (Professional Practice); collaborative project (Professional Studies); action research projects (Practitioner Research).
Outreach/Advocacy:
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Public Engagement: Organising public exhibitions and community workshops to extend the reach of GCE beyond the university.
Example: Development Education Day/Dialogue: NUI Galway has consistently prioritized immersive educational initiatives that foster a profound understanding of global citizenship among its student teachers. A pivotal event in this educational endeavor is the annual Development Education Day, meticulously organized to deepen engagement with key global citizenship and sustainability themes. This day is strategically structured to include a diverse range of activities — from workshops and interactive discussions to problem-solving sessions — all designed to integrate Development Education into the participants’ future teaching practices. Each session is crafted to encourage student teachers to explore and critically engage with the complexities of global interdependencies and social justice issues. These events are not only informative but are also intended to instigate a shift in pedagogical approaches, equipping student teachers with the skills to incorporate global perspectives into their curricula. The feedback from these sessions highlights their transformative potential, with many participants noting a significant impact on their understanding of global issues and their confidence in integrating these topics into their teaching. This day serves as a cornerstone of the university’s commitment to embedding a global dimension into teacher education, thereby preparing educators who are well-equipped to foster a sense of global responsibility and interconnectedness in their future classrooms. Quantative data: In AY2020/21 40 students (69% of those who responded) indicated that attendance at the DE Day inspired personal change.
Example: In AY2023/24 students and staff completed submissions to the National Council for Curriculum and Assessment (NCCA) curriculum consultations processes (Climate Submission, SPHE Submission, Drama Submission).
Example: Title: Our SDGs: Sharing, Discussing and Grappling with Big Ideas. This project, involving five pre-service teachers, facilitated via the geography methodology course, was an international virtual mobility project (VMP) involving students/student teachers from universities in Galway, Prague and Chicago. The project aimed to: facilitate stakeholder (learner, university tutor, community) sharing, exploration and critique of a selected SDG in the ‘local’ and ‘other’ contexts; highlight how place and context-related knowledge, experiences and beliefs influence one’s response to the SDGs; investigate global/intercultural citizenship and; advance the development of geography student/student-teachers’ professional identity, agency and communities of practice and their recognition of the importance of knowledge of ‘self’ in their professional capacity.
Working collaboratively, student contributed to the interrogation of SDG related issues, while simultaneously developing as global citizens with the capacity for critical thinking and thoughtful action.
As a teacher, this series has really brought home the importance of integrating SDG’s and global citizenship education into lessons; while this is very possible with Geography, I must also consider its integration in English. I must look for “ins” in the curriculum and schemes of work, the chances to integrate global education into the classroom.
Academic Conferences: Presenting our findings and approaches at national and international educational conferences to share best practices and enhance our visibility.
Example: Dr Brenda Gallagher and Matej Vrhel, University of Galway and Charles University. “Our SDGs: Sharing, discussing and grappling with big ideas” (IGC, 2024)
Example: Dr Brenda Gallagher, Dr Win Curran, Matej Vrhel and Dr Marie Mahon – University of Galway, DePaul University & Charles University. “Creative and collaborative learning: Negotiating the virtual mobility mountain within the contested context of Global Citizenship Education! (ENLIGHT 2024)
Example: Dr Brenda Gallagher, Dr Kathy O’Sullivan, Sinéad Ní Ghuidhir, School of Education, University of Galway. “Developing and Supporting Global Citizenship Education in Initial Teacher Education” (ESAI, 2024).
Example: Dr Brenda Gallagher, LeighAnn Mulrennan, Emma Martyn, School of Education, University of Galway. “Whose learning experience is this anyway?” (ENLIGHT, 2022)
Example: Dr Brenda Gallagher & Siobhan Farren, School of Education, University of Galway. “I learn because you speak my language; A peer to peer tiered collaborative project.” (ENLIGHT, 2023)
Impact Achieved
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Educational Innovation
Example: All PME student teachers participated in a semester-long module dedicated to GCE, culminating in a student-led conference where they presented their GCE-focused lesson plans.
I think as a geography teacher I need to approach every unit from a DE perspective, consolidating areas where I can make concrete connections to unit content and geographical content. I also ought to develop concrete and versatile resources for approaching these DE contents.
As a TY student I certainly learned several worthwhile skills while participating in this project such as teamwork, public speaking and improving my own knowledge of global issues
I learnt about how I can become an activist both locally and globally along with the importance of activism in our community.
Not alone has DE provided an abundance of educational benefits to my students but it also devised a platform for I, as a student teacher, to become more involved with the extracurricular elements of the school.
Since completing the seminars, my own behaviour has altered as a global citizen. I am more aware of positionality and understand my privileges in society. I will ensure that I do not allow my positionality to limit my view on the world as much as it used to since, admittedly, there have been moments when I had a subconsciously skewed viewpoint as I was not very aware of positionality perspectives since these seminars.
Learnt some facts (and was shocked by some) and forced me to critically think more about the world we live in.
Quantitative Data: In A2019/2096 (68%) PME Yr1 students indicated an increase in their ability to critically analysis DE concepts.
Quantitative Data: In AY2021/22 94% of respondents indicated that attending GCE Day had increased their appreciation of the importance and value of integrating GCE into their classroom, with 89% indicating it has further inspired them to do so going forward.
….promoted a shared concept of how we can all integrate Global Citizenship Education into all aspects of our Teaching & Learning. This project will help embed a collaborative whole school approach to Global Citizenship Education within our school and will help instil the aim of GC (Ed) as a powerful vehicle through which we can better understand the world we live in and take action to change it as informed global citizens. Embedding Education for Global Citizenship within our classes will allow both teachers & students to gain the knowledge, skills and values required to act ethically and sustainably.
Curriculum Integration: Over 2250 student teachers directly engaged with GCE through their training, demonstrating increased competence in addressing global issues in education.
We are delighted to be in the position to present the GTA to all our PME and MGO graduates. Moreover, this expansion has also led to increased interested in and participation on our GCE Committee; our student teacher voice in the area of GCE has continued to grow, resulting in graduates who will be active and resilient ambassadors for GCE hand.
Working with my group was fantastic as it showed me how small differences in people’s positionality can change their perspectives so drastically while remaining within the same realm of concerns at a basic level. It allowed me to hear differing opinions and ideas which I most likely would not have considered on my own, and which then added to my own knowledge on the subjects at hand.
Our Dialogue Event proved very successful in term of the involvement of PME students who highlighted both their perspectives on DE, their learning from the DE component of the PME programme, the link between DE and their evolving professional identities, and their views on further integrating DE into their professional practice.
Something that will stick with me is the variety of ways we can integrate important issues into our subject areas as it is something I had never considered before our development education workshops.
Learn how to foster a culture in the classroom of the students working on development issues locally that will impact globally.
Involving development education throughout my lesson plans has been an important element of my teaching throughout block 3 of school placement. Development education has become an important aspect of modern teaching.
This programme documentation has many commendable features and includes some very good exemplars of student work. The programme places a strong emphasis on the importance of empathy, caring relationships and social justice as well as teacher professionalism.
Community and Outreach: Numerous community projects and partnerships have been initiated, fostering broader societal engagement with GCE themes.
Example: Student teachers and local school-students worked collaboratively to share GCE learning focusing on the Sustainable Development Goals.
Example: Collaborative workshop with TY students from two schools.
Example: PME & TYs: TY students from 2 schools facilitated workshops for PME students, TY students & staff from a different school.
I enjoyed interacting with other students and learning more about climate change and development education in general.
I really loved being able to use my voice to raise awareness in my school environment on development education by being part of the committee and working closely with other schools to compare and contrast schools.
Through development education our students now have the skills to take action and have a positive impact on society. This bears witness to our own mission statement.
What We Learned
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Importance of Structured Comprehensive Integration: Full integration of GCE into all aspects of teacher education is critical for sustained impact, necessitating ongoing commitment across all levels of faculty and administration.
A key learning this year (AY 2023/24) is that relevant knowledge and skills alone are not always enough when it comes to the successful integration of GCE into the classroom. Our experience suggests that, even when student teachers have a strong GCE knowledge base and are skilled in the facilitation of appropriate teaching and learning strategies, they sometimes fail to successfully integrate GCE into their lesson because of a ‘lack of awareness of self’ i.e. their positionality, values and biases. As a result, going forward, we have plans to embed within our initial teacher education (ITE) programmes opportunities that specifically require our student teachers to, not only interrogate their own positionality, values and biases, but also assist them in identifying how these concepts impact their professional practice.
A peer-to-peer workshop facilitated by 3 of our PME students on GCE Day was hugely successful and further highlighted the role and value of peer-to-peer teaching and learning in all areas, but most especially in areas such as GCE.
Value of Collaboration: Collaborative efforts between universities, external NGOs, and community organizations enrich the learning experience and expand the impact of educational initiatives.
Example: Collaborations with NGOs such as Trócaire provided real-world insights into global issues, enriching the learning experience.
Peer-to-peer and multi-level learning (most especially dialogue and collaboration) are particularly powerful methodologies within GCE. Through our GCE Committee we will continue to provide opportunities whereby student teachers and staff can work together on GCE related concepts and tasks. We will aim to expand our GCE Committee membership to include MGO and BME/CSM students.
It was a wonderful journey of self-discovery and growth
Adaptability and Responsiveness: Adapting our approaches in response to feedback and changing educational landscapes has been essential for maintaining the relevance and effectiveness of our programs.
Example: The adaptation of the curriculum in response to feedback from initial cohorts led to the introduction of new interactive digital tools for teaching GCE concepts.
The process of reaccrediting our PME programme highlighted that, to a large extent, GCE is well integrated across our programme. There is [however] a need to conduct a further joint deconstruction/analysis (staff/students – past and current) of our curriculum, so as to explicitly highlight where GCE is currently integrated and to identify where gaps exist. This information should be communicated/made explicit to all students and their input sought in terms of the further integration of GCE.
Over the years our engagement with Development Education and Sustainability has grown and deepened incrementally form a series of lectures, to a significant programme encompassing introductory lectures followed by a development education day of workshops delivered by partners from schools and NGOs and subsequent subject-specific sessions where students explore and plan the incorporation of development education themes in lessons and schemes of work.
Visual and Learning Artefacts
- Workshop Materials and Lesson Plans: Documents and resources developed for GCE workshops provide a practical toolkit for educators.
- Conference Presentations and Papers: These academic artefacts disseminate our findings and methodologies to a wider audience, fostering dialogue and development in GCE.
- Student Reflections and Project Reports: These texts illustrate the depth of student engagement and the practical application of GCE in their training.
This case study not only underscores the achievements and learnings of the GCE initiatives at University of Galway but also serves as a model for other institutions aiming to incorporate global citizenship into their curricula. It highlights the transformative potential of integrating global education frameworks within teacher training programs, preparing educators who are equipped to foster global awareness and critical engagement among future generations.
