A living educational research approach to global perspectives in teacher education: an alternative to the standard education model

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 and Huxtable, Marie ORCID: https://orcid.org/0000-0003-1808-0670 (2025) A living educational research approach to global perspectives in teacher education: an alternative to the standard education model. In: BERA Conference: Global Perspectives in Teacher Education: Challenging the Standard Education Model, 26-27 June 2025, Leeds Beckett University, UK. (Unpublished)

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Abstract

This paper offers the findings of educational research into teachers’ professional learning within global contexts with values of higher education, global citizenship, intercultural education and internationalisation. The research offers a framing for continuing professional learning in global contexts. It supports the UNESCO
Education 2030 goals through contributing to partnerships, networks and collaborations that support the development and vision of high-quality sustainable teacher education across the world. The Living Educational Theory Research approach is grounded in the professional learning of teachers and other professionals as they create and share their valid, evidence-based and values-laden explanations for their educational influences in their own learning, in the learning of others and in the learning of the social formations within which their practice is located. In includes analyses of contributions to the 4th 2024 International Conference of Transformative Educational Research and Sustainable Development and the 2024 Conference of the International Professional Development Association with its theme of ‘Here be Dragons, I am not a Robot’. The Dragons confronted and overcome include: the application of positivist scientific methods to teachers’ professional learning; attempts to remove the ‘I’ of the teacher from their research into their professional practice; the resistance to digital visual data in explanations of educational influences in learning; and the difficulties of developing an ecological world view. Validation of claims to knowledge includes the mutual rational controls of critical discussions with criteria of comprehensibility, evidence, sociohistorical and sociocultural understandings and authenticity in terms of values of human
flourishing.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education
Additional Information:	Jack Whitehead, Visiting Professor, University of Cumbria, UK and North-West University, South Africa. Marie Huxtable, Visiting Research Fellow, University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	10 Sep 2025 11:18
Last Modified:	11 Sep 2025 08:00
URI:	https://insight.cumbria.ac.uk/id/eprint/9030

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