Globally Minded Teacher Learning Programme
Globally Minded Teacher Learning Programme
Embedded Files
Informal Learning Experience
Semester 1, 2021
The “Globally Minded Teacher Programme” has been launched on 15 September 2021. The first workshop themed ‘Being a globally-minded Teacher: Project Introduction’, presented by our project leader Dr Jan Gube and our team member Ms Terri Chan. The programme welcomed our EdUHK students, especially those aiming to be a teacher as a future career.
Workshop 1 - Being a Globally-minded Teacher
Workshop 1 - Being a Globally-minded Teacher
Dr Gube first introduced a concept of global competence, a necessary trait to acquire for teachers and ordinary citizens, especially for those living in a global city. He then led the discussion for students to reflect on themselves. This activity allowed students to differentiate between cultural stereotypes and practical global mindsets based on their outbound exchange opportunities and multicultural classrooms. Also, Dr Gube provided some examples to demonstrate the challenges the ethnic minorities face if they interact with someone who lacks the global mindset.
Ms Terri Chan then moved on to talk about how global competence related to the Professional Standard for Teachers of Hong Kong, which should have been learnt in the foundation course before all the pre-teachers graduated from EdUHK. However, Ms Chan emphasized, many of us may express the caring to students wrongly because of cultural misunderstanding. Therefore, we should achieve “to know, to care, to act” through this programme in order to be a knowledge co-constructor with the future students.
Workshop 2 - Reflection on Self, Cultural and Teacher Identities
Workshop 2 - Reflection on Self, Cultural and Teacher Identities
In the second workshop, Dr Daphnee Lee aimed to prepare students to manage a multicultural classroom. She utilized three dimensions of learning outcomes: to see, to speak, and to adapt.
In the first part, to see, Dr Lee asked students to prepare a seating plan for a class of students. Throughout the activity, students can realize the diversity of cultural identities and hence, have a taste to manage it in the role of teacher.
In the second part, to speak, students further developed their own pro-diversity pedagogical identity. This activity allowed students to articulate their pedagogies for preparing for future professions.
In the last part, to adapt, we asked the students to adapt all the skills that they had developed in their previous activities. As they overcame the difficulties of managing multicultural classrooms and developed their pro-diversity pedagogies, they tried to adapt some teaching strategies as being professional teachers
In all three activities, students are encouraged to share and express their points of view. During the workshop, students have developed some practical skills and inspirations to handle the challenges in their future classrooms.
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