Abstract

International distance learning programmes at the University of Sunderland draw on a rich array of authentic experiences to ensure distance learning feels engaging and connected: distance not distant. By focusing curricula on the unique experiences of trainees rather than prescribing fixed pathways, Early Years, Primary and Secondary teachers are empowered to embrace practitioner action research as a bridge between academic learning and professional development within their own cultural context.
Through a personalised, hands-on approach that fosters authenticity and professional growth, PGCE and MA students address real classroom challenges, developing context-specific solutions and strengthening their sense of professional identity. Effective distance learning in education cannot take a blanket approach to the diverse experiences and needs of expatriate and native teachers; instead, it must nurture their confidence and capability within their unique settings.
Retention of staff at international partner schools is bolstered by providing opportunities to further develop and share the outcomes of trainees’ practice-based research through peer conferences, journal publications and pathways into advanced study. Curricula that support trainees in forging strong links between theory and practice in their specific cultural contexts promotes situational verification and sustainable skills, fostering both a strong professional identity and the retention of early career teachers.
This presentation will share several strands of practitioner research that originate from and iteratively influence policy and practice on this international and blended suite of programmes. It will share evidence-informed and practice-led approaches to dissolving barriers with a truly global, English Medium Instruction professional development model.