Global Pedagogy in Teacher Education: from a Curriculum of National Citizenship Education to a Curriculum for World-Centred Citizenship Education

2003 ◽  
Vol 4 (2) ◽  
pp. 91-107 ◽  
Author(s):  
Toni Fuss Kirkwood-Tucker
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
National Citizenship

scholarly journals Teacher Education and Teacher Identity in Transition

2010 ◽  
Vol 3 (2) ◽  
pp. 141-145
Author(s):  
Fern Snart
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Communication Technology ◽  
Teacher Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Knowledge And Skills ◽  
Adult Lives

Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

Global Citizenship Education and Teacher Education in Spain and Portugal

2020 ◽  
pp. 201-214
Author(s):  
Alfredo Gomes Dias ◽  
Antonio Ernesto Gómez Rodríguez ◽  
Antoni Santisteban ◽  
Joan Pagès Blanch
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education

Tacit assumptions of citizenship education: A case study in Spanish initial teacher education

2018 ◽  
Vol 14 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Marta Estelles ◽  
Jesús Romero
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Teacher Educators ◽  
Public University ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Tacit Assumptions

Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.

scholarly journals Schugurensky, D. y Wolhuter, Ch. (2020). Global Citizenship Education and Teacher Education. Theoretical and practical issues

2020 ◽  
pp. 177-180
Author(s):  
Jordi Castellví Mata
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
State University ◽  
Arizona State University ◽  
Global Citizenship Education

El concepto de educación para la ciudadanía es tremendamente complejo, más si le añadimos el término ‘global’. Por este motivo, hablar de educación para la ciudadanía global (ECG) no basta para para situar al lector -ya sea estudiante, docente o académico- puesto que hay múltiples ideas e interpretaciones de lo que EGC significa. Las personas y los estados lo interpretan o lo enfocan de formas diferentes, ya sea por motivos epistemológicos, históricos, culturales, ideológicos o económicos. El libro reseñado aborda esta complejidad des de la perspectiva de la formación del profesorado, un debate que se hace necesario en los procesos de transformación educativa y social, puesto que sabemos que los cambios suelen darse a través de la formación inicial, en un proceso lento pero que puede conseguir resultados que realmente supongan un avance cultural y educativo significativo. El libro se estructura en forma de manual y, aunque sus editores son los profesores Schugurensky y Wolhunter de la Arizona State University (USA) y de la Noth-West University (Sudáfrica) respectivamente, este está escrito en colaboración con más de treinta académicos de catorce países distintos. En este sentido, el manual tiene por objetivo intentar explicar a qué se refiere el mundo cuando habla de ECG en la formación del profesorado, teniendo en cuenta múltiples ideas y puntos de vista. Se estructura en catorce capítulos de los cuales la primera mitad (capítulos 1 – 6) tienen un enfoque más teórico mientras que la segunda mitad (capítulos 7 – 14) tienen un enfoque más práctico, sin dejar de ser ensayos sobre el estado de la cuestión de la ECG en la formación de maestros.

scholarly journals Advancing global citizenship education in Japan and China: An exploration and comparison of the national curricula

2020 ◽  
Vol 15 (3) ◽  
pp. 341-356 ◽  
Author(s):  
Sicong Chen
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
National Curriculum ◽  
Education Systems ◽  
Global Citizen ◽  
Global Citizenship Education ◽  
Policy Level ◽  
National Citizenship ◽  
Curriculum Guidelines ◽  
Japan And China

The literature widely reports that national citizenship remains the focus of citizenship education in Japan and China, despite the emerged global elements in both cases. Yet the literature stops short of exploring how to advance the agenda of global citizenship in the dominant national citizenship education under the centralized education systems in Japan and China. With a list of global citizen attributes derived from a particular conception of citizenship, this article identifies and compares the pedagogical capacity and potential for global citizenship education in relevant Japanese and Chinese national curriculum guidelines, many of which have been recently revised. It is found that many attributes are indeed supported in the Japanese and Chinese guidelines, which, furthermore, leave pedagogical potential for the development of unsupported others. The findings at the policy level bear practical and research implications for global citizenship education in Japanese and Chinese schools.

scholarly journals Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman

2021 ◽  
Vol 7 ◽  
pp. 1-12
Author(s):  
Saif Al-Maamari ◽  
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Sultanate Of Oman ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Social Studies Teacher

Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.

scholarly journals Global Citizenship Education Practices and Teacher Education: A Review of Literature

2020 ◽  
pp. 36-47
Author(s):  
Kumari Ekanayake ◽  
Mohd Shukri ◽  
Ali Khatibi ◽  
S. M. Ferdeous Azam
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Coping Skills ◽  
Global Citizenship ◽  
Review Of Literature ◽  
Global Citizenship Education ◽  
Contemporary World ◽  
The Core ◽  
Challenges And Opportunities ◽  
The Relationship

Global Citizenship Education (GCE) is considered as the core purpose of education at all levels in this contemporary world by the global educational scholars. It is the education which focuses to generate empathetic world citizens with multiple coping skills, conducive to function instantly with the challenges and opportunities they encounter in the current world. This scenario demands innovations in teacher education to make the teachers competent in delivering such education to their students. This study intends to identify the relationship between global citizenship education and teacher education based on the literature review.

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