Critical global learning: lessons from a self-study action research project within initial teacher education in Ireland

Golden, Brighid (2022) Critical global learning: lessons from a self-study action research project within initial teacher education in Ireland. PhD thesis, University of Glasgow.

Abstract

This thesis follows my journey as a teacher educator as I engaged in a self-study action research project to explore how my practice impacted on students’ critical global learning, which I define as the intersection between critical thinking and global education (GE). I sought to discover the strengths and areas for improvement within my practice and to come to an enhanced understanding of my students’ interaction with my teaching. By locating this study within the nexus of critical thinking and GE within the context of initial teacher education (ITE), I responded to the knowledge-gap in relation to the teaching of critical global learning within ITE. In responding to this gap, I developed a conceptual framework, comprised of a Model for Teaching Critical Global Learning, and a Planning Tool strategically designed to implement the model. I adopted a self-study action research approach which took place across three cycles of data collection over three academic years. I worked with my students in their second year of their Bachelor of Education degrees. Data collection involved multiple methods, including focus group interviews, surveys, collection of evidence from in-class work, personal reflections, and engagement with critical friends. Thematic analysis (Braun and Clarke, 2006, 2020a) was employed to analyse the data. Data collection and analysis were underpinned by my Model for Teaching Critical Global Learning, developed through an ongoing literature review. Additionally, the findings from cycles one and two led to the creation of a Planning Tool, implemented in cycle three, which supported the model's implementation. Findings led to a discussion on the tensions, which reflected where there was a conflict between competing considerations within my practice. The identified tensions were sub-divided into pedagogical tensions, studentspecific tensions, and tensions presented by external influences. The outcomes from my research are the result of my navigation of these tensions. This study is significant as it makes a unique contribution to knowledge through the presentation of a conceptual framework that offers a new and unique conceptualisation of the intersections between critical thinking and GE as they apply to ITE. The conceptual framework provides a roadmap to approach the teaching of critical global learning in ITE grounded in evidence from this research project.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Schweisfurth, Prof. Michele and Dunkley, Dr. Ria
• Date of Award: 2022
• Depositing User: Theses Team
• Unique ID: glathesis:2022-82932
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 08 Jun 2022 12:34
• Last Modified: 08 Jun 2022 12:37
• Thesis DOI: 10.5525/gla.thesis.82932
• URI: https://theses.gla.ac.uk/id/eprint/82932