Papers by Marcel Haagsma
We set out to explore how the student teachers from the international teacher education Bachelor ... more We set out to explore how the student teachers from the international teacher education Bachelor of Education degree course at NHL Stenden University of Applied Sciences perceive philosophical inquiry with children. This initial investigation is a starting point for a wider study and aims to open the potential of philosophy with children in the vast educational landscape of international schools. We found out how the pre-service teachers value the different ways of doing philosophy with children and their perceived self-confidence in using these methodologies with the purpose of educating for the complexity of global citizenship. The students connected philosophical inquiry with a profound interpretation of Global Citizenship Education, acknowledging the complexity of the moral global citizen. Philosophy with children was understood as a way to access the moral dimension but limitations were identified. Furthermore, the student teachers showed an inclination to linguistic-based inquiry and interpersonal philosophical inquiry with children rather than individual processes. The study shows the international application of philosophical inquiry with children in diverse multicultural environments. RESUMEN Nos propusimos explorar el modo en el que los profesores en prácticas, del curso sobre educación internacional para profesores del Grado en Educación de la Universidad
This study investigates the perceptions among a selection of ITEPS student teachers on democratic... more This study investigates the perceptions among a selection of ITEPS student teachers on democratic citizenship, human rights education and global citizenship education. ITEPS is an acronym for International Teacher Education for Primary Schools, a Bachelor of Education course offered in The Netherlands and Norway.
Empirical quantitative and qualitative data was collected via a questionnaire. A sample of 42 respondents was drawn from the total of 193 ITEPS student teachers based in The Netherlands, being the full cohort of 2015-2016 of ITEPS student teachers.
38 out of the 42 respondents replied to the questionnaire, out of which 32 fully answered all questions in this sample. Two semi-structured interviews were held with 4 interviewees in total, in order to explore the terrain for more qualitative research as follow up of the questionnaire. The empirical data analysis was based primarily on the data from the questionnaire (n=32), where responses from the interviews were analysed and used as illustrations to the data trends drawn from the questionnaire.
Analysis of the questionnaire data shows that respondents hold mainly thin notions of democracy, such as theorised by Carr (2012), voice the individually responsible as well as the participatory citizen (as theoretically developed Westheimer 2015) by as main scheme of explanation of their desired outlook on citizenship education. Respondents most often advocate Bajaj’s (2011) ideological frames of reference of human rights education for global citizenship and human rights for coexistence. Trend analysis shows that the vast majority of respondents look upon human rights education as education about it, not through or for it. The findings show that democratic cosmopolitan views of global citizenship education (as theorised by Camicia and Franklin 2011) are expressed most often in the responses. Classroom atmosphere, development of toleration of differences and respect among learners are seen as main purposes of working with of the researched concepts in international primary teaching. Ambiguities in explaining what a democratic citizen is, or should be, was observed in the findings. Respondents report overlap in conceptualising especially democratic citizenship and human rights education. These results support the notion that ITEPS student teachers in the researched sample see themselves working with the above concepts in terms of peacekeeping within the classroom rather than as tools for societal change.
Conference Presentations by Marcel Haagsma
A study into ITE pre-service and in-service teachers' conceptions of educating global citizens in international schools (Haagsma & Gitopoulos, 2023, 2023
This explorative case study sets out to investigate how ITEps student teachers as well as ITEps a... more This explorative case study sets out to investigate how ITEps student teachers as well as ITEps alumni perceive practical implications of upholding democratic values in the classroom environment, within the context of international teacher education. Literature suggests that attention for global citizenship, democratic values and education for human rights and children's rights is widespread in international schools (Hayden, Levy & Thompson, 2015). At the same time, there is a conceptual confusion about what constitutes "good" democratic citizenship education, such as shown in a recent study by Treviño et al. (2021). There are regional contexts as well as global developments, such as dissatisfaction with liberal democracy, the rise of authoritarianism and populism, growing migration and global concerns about climate change, that raise the question of what is needed for 21st century global citizenship education. The aim of this study is to explore how ITEps students and alumni perceive upholding democratic values in the classroom environment, during teaching practice experiences and (early) careers in international schools. They come from a range of different (inter-) national and cultural backgrounds themselves. We want to find out what factors potentially foster and what other factors hinder their respective appreciation of democratic values. This study forms the starting point for a wider project. A project that will seek to understand how cultural factors impact (student) teachers' perception of democracy.
This conference presentation, held at the 18th ICPIC conference in June 2017 in Madrid, Spain, is... more This conference presentation, held at the 18th ICPIC conference in June 2017 in Madrid, Spain, is about the joint research project by my colleague Caroline Ferguson and myself, about ITEps student teachers' perspectives on philosophy for children, in relation to educating global citizens in primary schools. The project was followed up by further qualitative research and is still in development. We are in the course of publishing our work under ICPIC auspices. Further information will follow here later on.
Books by Marcel Haagsma
SUMMARY
Within higher education, students’ voices are frequently overlooked in the
design of curr... more SUMMARY
Within higher education, students’ voices are frequently overlooked in the
design of curricula while student involvement is considered crucial to
student success
(Bovill, Cook-Sather & Felten, 2011)
provide a literature review on student participation and co-creation
. In this chapter, we
activities for curriculum design. We present examples from ITEps where
international students and lecturers have worked collaboratively to improve
and further internationalise the curriculum. Finally, we focus on some of the
implications of proposing collaborative approaches to curriculum
development.
Keywords: co-creation, curriculum, teacher education, international education, pre-service teachers, international schools, student participation
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Papers by Marcel Haagsma
Empirical quantitative and qualitative data was collected via a questionnaire. A sample of 42 respondents was drawn from the total of 193 ITEPS student teachers based in The Netherlands, being the full cohort of 2015-2016 of ITEPS student teachers.
38 out of the 42 respondents replied to the questionnaire, out of which 32 fully answered all questions in this sample. Two semi-structured interviews were held with 4 interviewees in total, in order to explore the terrain for more qualitative research as follow up of the questionnaire. The empirical data analysis was based primarily on the data from the questionnaire (n=32), where responses from the interviews were analysed and used as illustrations to the data trends drawn from the questionnaire.
Analysis of the questionnaire data shows that respondents hold mainly thin notions of democracy, such as theorised by Carr (2012), voice the individually responsible as well as the participatory citizen (as theoretically developed Westheimer 2015) by as main scheme of explanation of their desired outlook on citizenship education. Respondents most often advocate Bajaj’s (2011) ideological frames of reference of human rights education for global citizenship and human rights for coexistence. Trend analysis shows that the vast majority of respondents look upon human rights education as education about it, not through or for it. The findings show that democratic cosmopolitan views of global citizenship education (as theorised by Camicia and Franklin 2011) are expressed most often in the responses. Classroom atmosphere, development of toleration of differences and respect among learners are seen as main purposes of working with of the researched concepts in international primary teaching. Ambiguities in explaining what a democratic citizen is, or should be, was observed in the findings. Respondents report overlap in conceptualising especially democratic citizenship and human rights education. These results support the notion that ITEPS student teachers in the researched sample see themselves working with the above concepts in terms of peacekeeping within the classroom rather than as tools for societal change.
Conference Presentations by Marcel Haagsma
Books by Marcel Haagsma
Within higher education, students’ voices are frequently overlooked in the
design of curricula while student involvement is considered crucial to
student success
(Bovill, Cook-Sather & Felten, 2011)
provide a literature review on student participation and co-creation
. In this chapter, we
activities for curriculum design. We present examples from ITEps where
international students and lecturers have worked collaboratively to improve
and further internationalise the curriculum. Finally, we focus on some of the
implications of proposing collaborative approaches to curriculum
development.
Keywords: co-creation, curriculum, teacher education, international education, pre-service teachers, international schools, student participation
Empirical quantitative and qualitative data was collected via a questionnaire. A sample of 42 respondents was drawn from the total of 193 ITEPS student teachers based in The Netherlands, being the full cohort of 2015-2016 of ITEPS student teachers.
38 out of the 42 respondents replied to the questionnaire, out of which 32 fully answered all questions in this sample. Two semi-structured interviews were held with 4 interviewees in total, in order to explore the terrain for more qualitative research as follow up of the questionnaire. The empirical data analysis was based primarily on the data from the questionnaire (n=32), where responses from the interviews were analysed and used as illustrations to the data trends drawn from the questionnaire.
Analysis of the questionnaire data shows that respondents hold mainly thin notions of democracy, such as theorised by Carr (2012), voice the individually responsible as well as the participatory citizen (as theoretically developed Westheimer 2015) by as main scheme of explanation of their desired outlook on citizenship education. Respondents most often advocate Bajaj’s (2011) ideological frames of reference of human rights education for global citizenship and human rights for coexistence. Trend analysis shows that the vast majority of respondents look upon human rights education as education about it, not through or for it. The findings show that democratic cosmopolitan views of global citizenship education (as theorised by Camicia and Franklin 2011) are expressed most often in the responses. Classroom atmosphere, development of toleration of differences and respect among learners are seen as main purposes of working with of the researched concepts in international primary teaching. Ambiguities in explaining what a democratic citizen is, or should be, was observed in the findings. Respondents report overlap in conceptualising especially democratic citizenship and human rights education. These results support the notion that ITEPS student teachers in the researched sample see themselves working with the above concepts in terms of peacekeeping within the classroom rather than as tools for societal change.
Within higher education, students’ voices are frequently overlooked in the
design of curricula while student involvement is considered crucial to
student success
(Bovill, Cook-Sather & Felten, 2011)
provide a literature review on student participation and co-creation
. In this chapter, we
activities for curriculum design. We present examples from ITEps where
international students and lecturers have worked collaboratively to improve
and further internationalise the curriculum. Finally, we focus on some of the
implications of proposing collaborative approaches to curriculum
development.
Keywords: co-creation, curriculum, teacher education, international education, pre-service teachers, international schools, student participation