The Global Teacher Accreditation (GTA) has proved to be a unique opportunity for teachers in many countries. It was initiated by Cambridge Education Foundation (CEF) under the Global School Partnerships (GSP) programme with the aim of offering professional development opportunities and recognition to teachers for action research projects in their schools.
The main objective was to give teachers an opportunity to engage in action research and use the partnership management and research experience for their professional advancement. The project provided a structured framework that has enabled many teachers to build on their learning and to improve learning outcomes for students. Participating teachers have developed new ideas, trialled new pedagogy and become reflective practitioners.
We live in a world that is inextricably interdependent, as we have seen in the recent economic difficulties, where a loss of confidence in one financial area has catastrophic effects across the world. Notable philosophers such as Zygmunt Bauman[1] point out that there are ‘twin siblings of globalisation’ – the global elite at the top, for whom there are no frontiers or barriers, and the local marginalised masses, who suffer increasing segregation, separation, and exclusion.
Education, incorporating international, intercultural and intergenerational issues, can prevent the ‘twins’ of globalisation growing apart. We might not be able to turn the tide, but we can ensure that the great divide is bridged. These teachers have already taken up the challenge to make a difference.
[1] Bauman, Z. (2001). Community: Seeking Safety in an Insecure World. Cambridge: Polity.
“I was very happy to be asked to join the teachers of my school to do the GSP accreditation workshop. I was able to broaden my horizon as I was able to really see myself and change as I became a reflective practitioner.
Making an action research plan and implementing it was my goal. I was motivated to learn to help my pupils through the many avenues available. This has had a huge impact on my learning, methodology and style of teaching, my understanding of children, especially boys, and the ways we can help boys to achieve to their fullest (potential).
The most challenging part of this exercise has been changing myself - my outlook and teaching style. The traditional teacher is the expert of all epistemological knowledge. I used to employ teacher-centred learning strategies, where I had power and control over access to all learning. I saw students as ‘empty vessels’ and expected them to progress at the same rate. I did not cater for different experiences or learning styles.
I changed my belief - in the classroom I am not the epitome of all knowledge, nor the infallible source of knowledge. Now I share control with students by providing opportunities for them to explore and inquire on their own. I made a concerted effort to focus on students’ learning needs and to make learning an active and dynamic process by allowing students to construct their own meaning. Learning is the responsibility of us all - the student, their peers, and me, the teacher.”
Devi Luke, teacher, India
“In the past, there were calls by ministry officials to have such programmes as the GSP instituted, but the calls never materialized. Finally, a collaborative partnership for teachers has become a reality and its impact on the education system has been innovative.
Developing a GSP programme at my school can only be described in positive words, for it has allowed not just myself but my colleagues and pupils to appreciate the impact of collaboration with both local and international groups. It has encouraged my development as an individual and also as a member of the school staff. I have increasingly used and promoted new technology in the classroom. Some of my colleagues have taken up the challenge to use new methods. The most important achievement, however, is the positive response of my pupils to the new lesson delivery. Thank you very much for the GSP experience.”
Kathleen Pierre, Teacher, Trinidad & Tobago
“Twenty-five teachers were trained on the accreditation course at National In-service Teachers College in Zambia last year. The graduation ceremony was officiated by the Minister of Education, Dr John Phiri. One of the participants, Pascalina Bwalya from Tungi Basic School said, “The course has changed the way I have thought as a class teacher, I am now a leader who can initiate change with the help of others in my school.”
Ackim Banda, GSP Country Manager, Zambia
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