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Two frameworks for preparing teachers for the shift from local to global educational environments
ARTICLE

, Memorial University of Newfoundland ; , Victoria University of Wellington

Journal of Open, Flexible, and Distance Learning Volume 16, Number 2, ISSN 1179-7665 e-ISSN 1179-7665 Publisher: Distance Education Association of New Zealand

Abstract

The research outlined in this paper is based on the convergence of two conceptual frameworks that guide the transfer of knowledge and skills from traditional teacher education, which focused on teaching in single classrooms, to open networked learning environments that include both inter-institutional teaching and learning and local and global community engagement. Through these frameworks, schools can be extended in terms of time, space, organisation, and capacity. This will be demonstrated on the basis of New Zealand research in inner-city urban environments and Canadian research in rural Newfoundland and Labrador. There are implications for the professional education of teachers from schools that have the capacity to engage with global learning environments including new ways of relating to learners, learners’ parents, networks and communities. Several of these implications will be analysed in the conclusion of the paper and should generate discussion that will inform current and future research.

Citation

Stevens, K. & Craig, B. (2012). Two frameworks for preparing teachers for the shift from local to global educational environments. Journal of Open, Flexible, and Distance Learning, 16(2), 11-25. Distance Education Association of New Zealand. Retrieved November 20, 2019 from .

This record was imported from the Journal of Open, Flexible, and Distance Learning on June 27, 2014. [Original Record]

The Journal of Open, Flexible, and Distance Learning is a publication of New Zealand Association for Open, Flexible and Distance Learning (DEANZ).

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