How can teacher professional development programs be enhanced with global perspectives?

2 Why are global perspectives important for teacher PD?

Incorporating global perspectives into teacher PD is essential for the 21st century, as it can help develop global competence and awareness, enhance curriculum and pedagogy, engage students, facilitate collaboration with other teachers, and contribute to global citizenship. Global perspectives can make learning more relevant, meaningful, and motivating for diverse learners, while also providing teachers with the opportunity to share best practices, resources, and experiences across borders and cultures.

3 How can educational leadership support global perspectives in teacher PD?

Educational leadership can support global perspectives in teacher PD by providing a clear vision, direction, and support for teachers to develop their global competence and practice. Leaders can create a culture of global learning by promoting the values, goals, and benefits of global perspectives among teachers, students, and stakeholders. They should also provide opportunities and resources for teacher PD, such as access to quality global education programs, networks, and platforms. Additionally, they should encourage innovation and experimentation by allowing teachers to try new ideas and methods for global learning while providing feedback and recognition. Building partnerships and alliances with other schools, organizations, and experts can offer valuable global perspectives and experiences for teachers and students. Finally, educational leaders should model global leadership by demonstrating their own global competence, awareness, and action.

4 What are some examples of global perspectives in teacher PD?

In teacher PD, there are many examples of global perspectives, depending on the context, needs, and interests of teachers and students. These may include participating in online courses or webinars that focus on global issues, such as climate change or human rights; joining or creating professional learning communities or networks to exchange ideas, resources, and experiences; engaging in collaborative projects or activities with other teachers or students from different countries or regions; exploring global dimensions of the curriculum or subject areas; developing global learning outcomes and assessments; and reflecting on their own global competence and practice. All these activities can help teachers become better prepared to integrate global themes, concepts, or perspectives into their content and methods, as well as measure their students' progress in becoming global citizens.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?