Merryfield TeacherPrep


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Merryfield TeacherPrep

  1. 1. The Challenge of Preparing Teachers in Global Perspectives <ul><li>By </li></ul><ul><li>Merry </li></ul><ul><li>Merryfield </li></ul><ul><li>The Ohio </li></ul><ul><li>State </li></ul><ul><li>University </li></ul>
  2. 2. Unlike American schooling a 100 years ago, education in a global age emphasizes: <ul><li>Recognition of one’s own cultural assumptions & worldviews </li></ul><ul><li>Multiple perspectives </li></ul><ul><li>State of the planet awareness </li></ul><ul><li>Cross-cultural experiences </li></ul><ul><li>Habits of resisting stereotyping & anticipating complexity </li></ul><ul><li>Understanding of power relationships from conflicting points of view </li></ul><ul><li>Concerns for justice , equity and voices of marginalized or oppressed peoples </li></ul><ul><li>Worldmindedness </li></ul>
  3. 3. Students learn to recognize how power intersects with culture and worldview. For example, how some cultures have been framed in opposition to European superiority …
  4. 4. Or how the inheritance of imperialism lives on in ways we divide the world and organize knowledge. Saarjite Baartman, The Hottentot Venus”
  5. 5. Global education seeks to counter the bias of European diffusionism that has characterized much of the teaching of history and literature. Blae u ’s   Aethiopia, Abissinorum sive presbiterioannis imperium.   c.1667.
  6. 6. Implications for teacher education? <ul><li>Knowledge of global issues and how global systems work (environmental, economic, cultural, political, technological) - Anderson, Becker, Diaz, Hanvey </li></ul><ul><li>Recognition of the consequences of local/global interconnectedness - Alger, Anderson, Becker </li></ul><ul><li>Understanding of how global forces have shaped local/world history and cultures - Dunn, Kniep, Rupp, Stavrianos </li></ul><ul><li>Development of intercultural competence - Brislin, Bennett, Cushner, Wilson </li></ul><ul><li>The ability to examine events and issues through other people’s perspectives (primary sources, literature, art, music) - Case, Hanvey, Pang, Zong </li></ul>
  7. 7. Research base for infusing global perspectives in teacher education <ul><li>Prejudice reduction, overcoming parochialism, ethnocentrism– Cushner, Pang, Zimpher </li></ul><ul><li>Intercultural, cross-cultural experiential learning – Bennett, Brislin, Germaine, Gilliom, Kissock, Wilson, Zong </li></ul><ul><li>Cooperative & constructivist learning -- Slavin, Johnson & Johnson, Ross & Cornett </li></ul><ul><li>Classroom practice -- Benitez, Gaudelli, Horng, Kirkwood, Merryfield, Zong </li></ul>
  8. 8. <ul><li>International understanding – Cogan, Hahn, Torney-Purta </li></ul><ul><li>Formalized reflection -- Shon, Ross, Thornton </li></ul><ul><li>Contexts of schools, access to resources -- Benitez, Gaudelli, Zong </li></ul><ul><li>Collaboration with schools and teachers – Dove, Kirkwood, Johnston, Merryfield </li></ul><ul><li>Authentic and performance-based assessments -- Sizer, Smith </li></ul><ul><li>Culturally relevant teaching – Howard, Ladson-Billings </li></ul>
  9. 9. PART 2 Illustration: Factors in The Ohio State Program in Secondary Social Studies & Global Education <ul><li>Global knowledge is acquired through disciplines & interdisciplinary content. </li></ul><ul><li>Interns learn across diverse schools and school districts. </li></ul><ul><li>Schools collaborate with the university for methods, mentoring, fieldwork. </li></ul><ul><li>Reflection is in an open online forum of highly accomplished practicing teachers. </li></ul><ul><li>Assessment is performance-based on authentic tasks. </li></ul>
  10. 10. #1. Interdisciplinary knowledge <ul><li>Content courses from history (45 hrs), political science (25), geography (25), economics (10), sociology (10) </li></ul><ul><li>3 social science capstone seminars showcase interdisciplinary learning about the world. </li></ul><ul><li>All methods course seminars demonstrate interdisciplinary lessons, global perspectives. </li></ul><ul><li>Field placements are with teachers who practice desired knowledge and skills. </li></ul>
  11. 11. ECONOMICS 10 credit hours EC Theories of macroeconomics (5) EC Theories of microeconomics (5) GEOGRAPHY 25 credit hours GEOG Economic and cultural geography (5) GEOG Geography of North America (5) GEOG Urbanization across the world (5) GEOG Political geography (5) GEOG World regions and cultures (5) HISTORY 45 credit hours HIS World history (all world regions) survey from earliest history to the present (10) HIS An integrated and global history of the world in the 20 th century (5) HIS US History survey from earliest US history to the present (10) HIS African Americans in the US (5) HIS Women in the US (5) HIS US history from 1865-present (10) POLITICAL SCIENCE 25 credit hours PS Government and political institutions in the US (5) PS The US Constitution and its effects on goverance and the role of citizens (5) PS Political behavior (5) PS Political systems of the world in the 20/21 st centuries (5) PS The interconnectedness of politics and globalization in the 20/21 st centuries (5) SOCIOLOGY 10 credit hours SOC Social stratification and American society in the 20 th /21 st centuries (5) SOC Social structures and social change in the world of the 20 th /21 st centuries (5)
  12. 12. #2 & 3. Multicultural PDS learning community, school/university partnerships <ul><li>8-10 schools selected for their diversity and strengths </li></ul><ul><li>8-10 teachers team-teach methods and mentor interns in their classrooms and online as “field professors” </li></ul><ul><li>WebCt provides online space for discussions, assignments, lessons, research </li></ul><ul><li>The PDS community takes responsibility </li></ul>
  13. 13. Carmen used for all major assignments, discussions and assessments across 9 months, 6 courses
  14. 14. #4 Reflection in an online forum of practicing teachers <ul><li>Assignments are interactive online. </li></ul><ul><li>Interns respond to and learn from 8-10 teachers in their own and other schools. </li></ul><ul><li>Interns have online work spaces & electronic portfolios that allow reflection back on earlier work. </li></ul><ul><li>Resources are added online as needed. </li></ul><ul><li>Interns or teachers can initiate discussions. </li></ul>
  15. 18. Interaction on 1 st step in unit planning
  16. 19. #5. Assessment is performance-based <ul><li>All grades in 6 courses (2 methods, research, 2 field experience, capstone seminar) are based on what interns actually do in schools, most based on grade 7-12 teaching. </li></ul><ul><li>Interns have to demonstrate they can teach interdisciplinary content and global and multicultural perspectives in their lessons and interactions with students in methods first, then in student teaching. </li></ul>
  17. 20. In lesson planning, research projects, and actual instruction, we expect interns to: <ul><li>Teach intercultural skills and reduce student prejudice, stereotypes & misinformation, cultural/religious conflicts </li></ul><ul><li>Model worldmindedness (current events, local/global connections in history) </li></ul><ul><li>Teach open-mindedness and empathy </li></ul>
  18. 21. Conclusions <ul><li>Program must provide human diversity & cross-cultural experiences; reward intercultural skill development. </li></ul><ul><li>Program must demonstrate & assess actual teaching of global content. </li></ul><ul><li>All professors and classroom teachers must model worldmindedness. </li></ul>
  19. 22. Thank you <ul><li>IJSE 2005 article </li></ul><ul><li>“ WebCt, PDS and Democratic Spaces in Teacher Education” </li></ul><ul><li>Social Studies and the World: Teaching Global Perspectives by Merryfield and Wilson is available from the National Council for the Social Studies. </li></ul><ul><li>For list of relevant publications see </li></ul><ul><li> </li></ul>