Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools

Article


Czerniawski, G., Wright, Kathy and Herrington, Neil 2011. Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools. Research in Teacher Education. 1 (1), pp. 21-26.
AuthorsCzerniawski, G., Wright, Kathy and Herrington, Neil
Abstract

This article reports on the progress of an action
research project designed to embed the Global
Dimension into Secondary Initial Teacher Education
at the Cass School of Education, University of East
London. Conceived in 2007, the project built on
the recognised strengths of our provision – the
‘virtual schools’ initiative and our relations with
our partnership schools, both of which were
recognised by Ofsted in their 2008 and 2010
inspections of the work of the Secondary Initial
Teacher Education at UEL. The project sought to
weave the Global Dimension around the framework
of virtual schools using our strong partnership with
school-based colleagues to support this initiative.
This article reports on the progress the project has
made in its second year informed by an analysis
of school-based partnership staff and trainee
evaluations examining the outcomes of the project
in its first year.

KeywordsThe Global Dimension; Partnership; Virtual Schools; Blended Learning; Cross- Curricular; Global Citizenship; Action Research
JournalResearch in Teacher Education
Research in Secondary Teacher Education
Journal citation1 (1), pp. 21-26
ISSN2046-1240
Year2011
Publisher's version
License
CC BY-ND
Web address (URL)http://hdl.handle.net/10552/1177
Publication dates
PrintApr 2011
Publication process dates
Deposited06 Apr 2011
Additional information

Citation:
Czerniawski, G., Wright, K., Herrington, N. (2011) ‘Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools’, Research in Secondary Teacher Education, 1(1) pp.21-26..

Permalink -

https://repository.uel.ac.uk/item/860z0

  • 5
    total views
  • 4
    total downloads
  • 1
    views this month
  • 1
    downloads this month

Related outputs

The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case
Murray, J., Czerniawski, G. and Kidd, W. 2017. The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case. in: Feiman-Nemser, Sharon and Ben-Peretz, Miriam (ed.) Getting the Teachers We Need: International Perspectives on Teacher Education London Rowman & Littlefield.
Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors
Murray, J., Garby-Czerniawski, G. and Barber, Patti 2019. Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors. in: Murray, J., Swennan, Anja and Kosnik, Clare (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 139-153
We are all teacher educators now: understanding school-based teacher educators in times of change in England
Czerniawski, G., Kidd, W. and Murray, J. 2019. We are all teacher educators now: understanding school-based teacher educators in times of change in England. in: Swennen, Anja, Kosnik, Clare and Murray, J. (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 171-185
Editorial
Czerniawski, G. 2017. Editorial. Research in Teacher Education. 7 (2), p. 5.
The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities
MacPhail, Ann, Ulvik, Marit, Guberman, Ainat, Czerniawski, G., Oolbekkink-Marchand, Helma and Bain, Yvonne 2018. The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities. Professional Development in Education.
The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Czerniawski, G., Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul and Guberman, Ainat 2018. The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching. 44 (2), pp. 133-148.
Editorial
Czerniawski, G. 2016. Editorial. Research in Teacher Education. 6 (2), p. 5.
The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis
Czerniawski, G., Guberman, Ainat and MacPhail, Ann 2016. The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education. 40 (1), pp. 127-140.
Editorial
Czerniawski, G. 2016. Editorial. Research in Teacher Education. 6 (1), pp. 5-5.
Introduction
Czerniawski, G. 2010. Introduction. in: Emerging Teachers and Globalisation Routledge. pp. 1-9
Context, Setting and Teacher Identities: a comparative study of the values of newly qualified teachers in Norway, Germany and England
Czerniawski, G. 2007. Context, Setting and Teacher Identities: a comparative study of the values of newly qualified teachers in Norway, Germany and England. PhD Thesis King's College London Department of Education and Professional Studies
Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (2), p. 5.
Changing context, changing landscapes: a review of teacher education in Norway and England
Czerniawski, G. and Ulvik, M. 2014. Changing context, changing landscapes: a review of teacher education in Norway and England. in: Rabensteiner, Pia-Maria and Rabensteiner, Gerhard (ed.) Internationalisation in Teacher Education-- Education Balmannsweiler Schnieder Verlag Hohengehren.
A longitudinal study of the professional development of teachers – the challenges of comparison
Czerniawski, G. 2015. A longitudinal study of the professional development of teachers – the challenges of comparison. in: Fritzsche, Bettina and Huf, Christina (ed.) The Benefits, Problems an Dissues of Comparative and Cross-Cutural Research: Ethnographic Perspectives London E&E Publishing.
Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (1), pp. 5-6.
A Race to the bottom – Prison Education and the English and Welsh Policy Context
Czerniawski, G. 2015. A Race to the bottom – Prison Education and the English and Welsh Policy Context. Journal of Education Policy.
Editorial [October 2013]
Czerniawski, G. and Wells, D. 2013. Editorial [October 2013]. Research in Teacher Education. 3 (2), pp. 5-6.
Editorial [April 2013]
Czerniawski, G. and Wells, D. 2013. Editorial [April 2013]. Research in Teacher Education. 3 (1), pp. 3-4.
Listening to Learners
Czerniawski, G., Garlick, Sue, Hudson, A., Peters, Petula, Higher Education Academy and Continuum 2009. Listening to Learners. London University of East London.
Professional development for professional learners: teachers’ experiences in Norway, Germany and England
Czerniawski, G. 2013. Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching: International research and pedagogy. 39 (4), pp. 383-399.
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (2), pp. 1-2.
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (1), pp. 1-2.
Student voice-by-numbers
Czerniawski, G. 2012. Student voice-by-numbers. Research in Teacher Education. 2 (1), pp. 14-18.
Editorial [Oct 2011]
Czerniawski, G. 2011. Editorial [Oct 2011]. Research in Teacher Education. 1 (2), pp. 1-2.
Editorial
Czerniawski, G. 2011. Editorial. Research in Teacher Education. 1 (1), pp. 1-2.
Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson
Herrington, N., Czerniawski, G. and Wright, Kathy 2009. Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson. Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. Jul 2009 pp. 36-43