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Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives

Edited By Jean-Luc Gilles

The PEERS program proposes international exchanges adapted to the context of teacher training institutions wishing to take advantage of internationalization in order to link training, research, and practice. PEERS is based on the completion of Research and Innovation (R&I) projects during the academic year, during which international groups of professors and students from teacher training partner institutions collaborate remotely as well as during two placements of one week. For the students, the PEERS program aims to develop competencies in distance collaboration with the help of Information and Communication Technology (ICT), the management of intercultural groups, and the continuous improvement of their activities through reflective thinking and the spirit of research. For the professors the PEERS program aims to better link research and training, to reinforce their skills in the management of international research projects and to foster opportunities for international publications.

The aim of this collective book is to give an overview of the Issues, case studies and perspectives of the PEERS program. The first section entitled "Issues, Opportunities, and Challenges for the Internationalization of Teacher Training in a Globalized, Multicultural, and Connected World", focuses on the foundations and general features of PEERS projects, as well as the context of globalization in the intercultural and connected world in which it is situated.

The second section, "Case Studies and Lessons Learned from the PEERS Project in Southern Countries" constitutes a series of chapters presenting case studies on PEERS projects focused on innovation and cooperation in the developing world. The third section, "Results of Research-Oriented PEERS Projects," considers the results from PEERS projects that have enabled the implementation of theoretical and practical educational research, generally taking the form of small-case research studies or innovations in the design of teaching units. Finally, in the conclusion we propose to present the key points of the three sections that make up this book "Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives".

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Chapter 3: Preparing Critically and Globally Conscious Teachers (Gerry O’Reilly)


Gerry O’Reilly

Dublin City University, St. Patrick’s Campus, Ireland

Chapter 3: Preparing Critically and Globally Conscious Teachers


This chapter explores the preparation of globally conscious teachers. Concepts of training and growth through education encompassing competencies and skills are surveyed, as is critical thinking, and autonomous learning. Implicit throughout is applied work being done by PEERS teams worldwide, linked to the University of Teacher Education, State of Vaud (HEP Vaud) in Lausanne. For global consciousness, mindfulness is crucial. Individuals must be self and locally thoughtful – linking skills, concepts, peoples, places and cultures. Teacher education takes place within permeable historical and geographical parameters, but especially political economic processes linked to top-down and bottom-up interfaces. Professional responsibility is paramount to developing awareness of processes and structures, where future teachers become critical citizens and actors. Globalization and sustainability education are highlighted, while looking at examples from a teacher education institution in Ireland.

1. The Challenge: work with what you have, and try to improve it – but be critically aware of contexts

Preparing critically mindful educators is challenging with accelerated revolutions in travel, communications and media. Nonetheless, basic education canons hold similarities worldwide, albeit if different emphasis is placed, as I have witnessed by living and working in educational←57 | 58→ contexts in Europe, North America, MENA (Middle East and North Africa) and Africa (O’Reilly, 2015).

Cultural constructs concerning education have supported societies with survival and...

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