Pre-service teacher perspectives on the importance of global education: world and classroom views

In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of GE is reliant on adequate teacher preparation. A group of teacher educators at one University sought to raise the profile...

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Bibliographic Details
Published in:Teachers and teaching, theory and practice theory and practice, 2014-07, Vol.20 (4), p.470-482
Main Authors: Ferguson Patrick, Kate, Macqueen, Suzanne, Reynolds, Ruth
Format: Article
Language:English
Subjects:
Australia
Educational Strategies
elementary teaching
Foreign Countries
Global economy
Global Education
Higher Education
Interdisciplinary Approach
Learning
Likert Scales
Perceptions
pre service teachers
Preservice Teacher Education
Preservice Teachers
Primary Education
Secondary School Teachers
Statistical Analysis
students perceptions of teaching
Teacher Attitudes
Teacher Education
Teacher Educators
Teacher Improvement
Teacher Surveys
Teachers
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Summary:In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of GE is reliant on adequate teacher preparation. A group of teacher educators at one University sought to raise the profile of GE with pre-service teachers through the integration of global perspectives in various courses. This paper explores pre-service teacher perceptions of the importance of GE and their learning as a result of this emphasis. Additionally, pre-service teacher preferences for further learning about GE are examined. It is apparent that pre-service teachers are interested in GE, especially in terms of how they can incorporate it in their teaching and, with exposure over a number of semesters student understandings develop, creating better prepared teachers of GE. Not surprisingly, these students were primarily focused on their future classroom practices rather than their role in the world more generally. Additionally, it was clearly evident that unique GE approaches were linked to specific teaching disciplines, an indication that GE continues to be a difficult concept to incorporate without explicit guidance for integration, something not always easy in a university setting.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2014.881639