Currently I have the opportunity to study online at Bath university. My current research stretches from writing about the relative position of ITEPS in relation to theoretical ideal models of international education, to the nature and function of (more) personalised learning within the course that I currently teach, Democratic Citizenship.
Regarding the first issue, I am lucky to have access to many very interesting sources, such as a great book, authored by Bunnell (2014), entitled The Changing Landscape of International Schooling, which offers me loads of new insights into this extremely interesting sector of international education. The phenomenal growth of the sector, described by Bunnell in numbers from 6,000 international schools in 2012 to over 11,000 international schools in 2022, employing over 500,000 English-speaking teachers obviously has one important implication: according to Bunnell (2014) until 2022, a further 200,000 teachers will be needed!!
That is great news for our students, who indeed are massively being welcomed at international schools as student teachers all around the world currently.
Another insight here is that international education is unbdoubtedly interwoven with international capitalism and globalisation, meaning that many international schools worldwide are businesses, market driven organisations, brands even.
That this fact will have all kinds of implications for equal access to education, study opportunities and global justice goes without saying. A very interesting question will become, for the ITEPS consortium: how will we, as public universities, deal with the frictions and challenges that this will bring about with the mission statements of our universities? In this light, I currently write about the question to what extent ITEPS positions itself in relation to an ideal model of international (teacher) education.
My other piece of research deals with personalised learning by students (and consequently, how they deliver their version of personalised education to pupils). This highly contested notion brings about many theoretical and practical issues. Is education a modern or a post-modern enterprise? Are personalised and individualised learning the same? How can personalised learning be organised? Who is in charge? Should effects of personalised learning only benefit the individual or should there be social effects, benefecials effects “back into the group”? Let alone the many dilemmas that this concept brings to teacher educators. Jones and McLean (2012) offer great meaningful student experiences with IT for learning. Great stuff to dive into and that makes me even more passionate for my job and about my current learning curve. A steep one!