Montemurro, David;
(2024)
Misleading Opportunities: a case-study on the influences of global competency frameworks within Ontario initial teacher education.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
Initial teacher education (ITE) programmes are called upon to prepare teachers to support K-12 students facing the complex challenges of a globally connected world. One approach to global learning has been through the diverse and contested field of global citizenship education (GCE). More recently, policy actors have introduced global competency frameworks intending to influence educational practice to prepare “youth for an inclusive and sustainable world” (OECD, 2018). This study appraises the influences of Ontario-based global competency frameworks on teacher candidates’ (TCs’) understanding and practice of GCE during their ITE programme. Wary of the longstanding critiques of the “theory-practice gap” in teacher education, the study focuses on how teacher candidates interpret and apply global competency frameworks to guide their learning and pedagogical development during their programme. The qualitative case study critically presents global competency frameworks and examines data collected from TCs’ course assignments and interviews. The analysis of this data foregrounds TCs’ perspectives and is informed by qualitative content analysis and core elements in Canadian GCE. The thesis shows that while TCs adopt the Ontario global competency frameworks as reflective tools that open space for GCE, their interests, experiences, and identities significantly inform their pursuit of GCE in schools. As a tool, the frameworks act as ‘soft levers’ – soft in both the degree of their influence and the kind of GCE they promote (Andreotti, 2006) as they are populated with discursive orientations that emphasize skills for the global marketplace and distract attention from global issues and content. The study draws attention to the limits of approaching ITE research from a “theory-practice” binary. It sheds light on the agentic dimensions of teacher candidates during their teacher education programmes.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Misleading Opportunities: a case-study on the influences of global competency frameworks within Ontario initial teacher education |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10201686 |
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