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Definitions | Resource lists | Rationale and Policy | Integrating ESD&GC in ITET courses | Understanding SD & GC | What are other ITET institutions doing? | Teaching and learning strategies | Organisations offering course input | Presentations and activities | Further training opportunities | School case studies | Search
SD&GC is relevant to all subjects and to all aspects of ITET courses. This section gives some examples of what it means to bring ESD&GC into ITET.
It provides a set of good practice indicators, examples of knowledge, values and attitudes, a course/module audit tool to assess what is already in your courses, and some examples of comprehensive course audits.
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Good practice indicators
Recommendations for embedding ESD&GC in ITET
Examples of knowledge, skills, values and attitudes
Course audit tool
Examples of course content audits
Institutional ethos
Sample Introductory lectures 1 , 2
Methodology Sample presentation and activities
Sample assignment – Photograph activity
Good practice indicators
In 2002, a group of ITET educators, DEA members and key stakeholders took part in an
on-line discussion forum. From this, seven Good Practice Indicators for a global dimension
in
ITE were developed.
Development Education Association 2003 - www.dea.org.uk
Education for an interdependent world
ITE institutions should explore the challenges and opportunities of educating teachers for
a world characterised by globalisation and the realities of a global society.
Development of political literacy
ITE institutions should seek to develop students’ understanding of political and
decision-making processes at a local, national and global level.
Values and attitudes
ITE institutions should encourage students to explore their own and other people’s values
and attitudes.
Teaching and learning
ITE institutions should ensure that students know how to plan, deliver and evaluate active
and participative schemes of work which help pupils acquire a global perspective.
Subject knowledge
ITE institutions should ensure that students have the knowledge and skills to deliver the
global dimension through their specialist subject(s).
Research and scholarship
ITE institutions should promote action research and other investigations into the theory
and practice surrounding the global dimension in teaching and learning.
School policy
ITE institutions should encourage and support students to engage in debate about the global dimension and educational policy in the schools where they work.
Click here for examples of knowledge, skills, values
and attitudes
Course/module audit tool
A course audit tool, based on the Good Practice Indicators has been developed in the School of Education, University of Wales, Bangor. It can be modified for auditing individual modules or whole courses.
Examples of course audits
University of Wales, Bangor, 2003-04:
BEd course audits
PGCE Primary audit
PGCE Secondary audit
BSC Design and Technology audit
Institutional ethos
It is also important to bring sustainable development and global issues into the ethos of the institution. Examples of how this has been implemented in ITET institutions will follow shortly.
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