Empowering Global Student Teachers for Transformative Teaching and Learning in a Globalized World
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Building a Sustainable World Together: Global Dialogues for Nature Conservation and Education
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The project "Fostering a Teacher Learning Community: Integrating Digital Storytelling into Marine Conservation Education for Primary Schools" aims to enhance marine conservation education in primary schools by integrating digital
storytelling pedagogy, with a focus on creating a collaborative inquiry- and content-focused teacher learning community
to facilitate the integration of digital storytelling pedagogy into primary science curriculum. The teacher learning
community is composed of paired-up teachers from Postgraduate Diploma of Education (Primary) (PGDP) students
majoring and minoring in General Studies (i.e., pre-service teachers) and in-service General Studies teachers from
participating local primary schools. The collaborative inquiry of marine conservation education, integrated with a digital
storytelling approach, consists of four phases of teachers' professional learning, including:
storytelling pedagogy, with a focus on creating a collaborative inquiry- and content-focused teacher learning community
to facilitate the integration of digital storytelling pedagogy into primary science curriculum. The teacher learning
community is composed of paired-up teachers from Postgraduate Diploma of Education (Primary) (PGDP) students
majoring and minoring in General Studies (i.e., pre-service teachers) and in-service General Studies teachers from
participating local primary schools. The collaborative inquiry of marine conservation education, integrated with a digital
storytelling approach, consists of four phases of teachers' professional learning, including:
- specialist workshops, seminars and field trips, equipping them with the necessary knowledge and skills in marine conservation education
- pedagogical application of digital storytelling approach through co-designing marine conservation units in classrooms
- experimentation of pedagogical designs of the designated units in classrooms through collaborative lesson planning, peer observation and reflection with the specialists
- development of a YouTube Channel to share learning and teaching materials, and personal digital stories of participating teachers' reflections on teaching and learning, with the wider teacher community and the public
EDUC3150 Global Dialogues on Education for Sustainable Development in the Curriculum
initiated in the Project "Global Dialogues for Education for Sustainability (EfS)", under the CUHK Grant Scheme for Internationalisation of Curriculum, supported by the Teaching Development and Language Enhancement Grant (TDLEG) for 2019-22 Triennium (1 January 2021 - 30 April 2022) (with a grant of HK$100,000)
EDUC3150 attempts to promote understanding of the self and transform the ways students view themselves and navigate the world regarding Education for Sustainable Development (ESD) issues. During the course, students can have opportunities to connect, communicate, and interact with “global peers” around the world through “global dialogues”. Global dialogues can help bring together scholars and students from different parts of the world, share their experiences and views upon ESD issues, build a growing network of people with interests in ESD, and make available an accessible body of comparative information and knowledge about current and emerging issues in ESD.