Global learning is a pedagogical approach which puts global citizens at the heart of learning. As an emerging area of study with an evolving terminology, it is rarely considered in the delivery of discrete subject disciplines. Through the overarching research question ‘To what extent, and in what ways, does a global learning approach develop the purpose and value of science in primary schools?’, this thesis considers how primary science education can be underpinned by a global learning approach through exploring practitioner attitudes and teachers as agents of change. In the
context of global learning in primary science professional development, underpinned by a planning framework, the study investigated strategies that influence teachers’ beliefs and agency and subsequent approach to primary science.
After a review of the developments and challenges of primary science education, the literature review focuses on models of science-specific professional development, professional beliefs and teachers as agents of change, concluding how these constructs have informed a global learning approach. The
study’s methodology is positioned within a social constructive / pragmatic paradigm. The thesis uses an embedded mixed-methods approach with 150 attitudinal surveys and 25 semi-structured interviews of key primary science stakeholders (Senior Leadership Team, Advisors of primary science, heads of science, teachers, and student teachers), together with three case study schools who trialled the global learning approach to primary science over a year-long period. Data (including teacher interviews, planning and work samples) were used to inform an amended framework supporting a global learning approach to primary science education.
The findings of this research revealed that whilst teachers’ attitudes towards global learning were positive, their sense of agency appeared to influence their approach to primary science. For example, when practitioners were able to identify links between the approach and policy framework, they were more likely to consider its integration. Furthermore, when practitioner beliefs about primary science aligned with the aims of a global learning approach, the practitioners were more likely to engage with the professional development. In relation to professional development strategies, school culture (such as opportunities for collaborative planning and distributed leadership), together with a global learning framework (planning tools, modelled strategies, resource banks and links to Sustainable Development Goals), were important factors supporting teachers as agents of change. Developing practitioner Pedagogical Content Knowledge in both global learning and primary science appeared imperative to the sustainability of the approach.
The findings of this study led to the development of a revised framework for professional development in global learning in primary science education and greater opportunities for related professional discourse, supporting teachers as agents of change, informing a primary science education fit for future global citizens.
