Building Global Awareness in Early Childhood Teacher Preparation Programs

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education

“…The presence of the notion of the global altruistic citizen in GCE-TE proposals can be traced in different features of their discourse: In some articles, ideas about caring and altruistic virtues at the global level become evident in the explicit definitions they give of the ideal global citizen and idealized global citizenship educator (see, for example, Bauermeister & Diefenbacher, 2015;Bradbery, 2013;Canlı & Demirtas, 2018;Goh, 2013;Guo, 2014;Jean-Sigur et al, 2016;Lee et al, 2011;Tate, 2011;Zhao, 2010). The following definition provided by an empirical GCE-TE study in its conclusion section is very representative of this:…”

“…Very different purposes, conceptual frameworks, and methodological approaches have driven the scholarship reviewed. Among those articles describing/analyzing GCE-TE programs, the authors studied programs oriented to early childhood education (Bauermeister & Diefenbacher, 2015; Jean-Sigur et al, 2016), K–12 education (Guo, 2014; Tichnor-Wagner et al, 2016), English language teaching (Jetnikoff, 2015), social studies education (An, 2014; Fry et al, 2012), and extracurricular professional development (Appleyard & McLean, 2011). Some scholars have defended the use of artistic methods such as literature (Bradbery, 2013) or drama (Blanks, 2013; McNaughton, 2014), while others have promoted global experiences such as international service learning practicum (Larsen & Searle, 2017) and cross-cultural communication, either online (Harshman & Augustine, 2013) or in situ (Kopish, 2017).…”

“…In some articles, ideas about caring and altruistic virtues at the global level become evident in the explicit definitions they give of the ideal global citizen and idealized global citizenship educator (see, for example, Bauermeister & Diefenbacher, 2015; Bradbery, 2013; Canlı & Demirtas, 2018; Goh, 2013; Guo, 2014; Jean-Sigur et al, 2016; Lee et al, 2011; Tate, 2011; Zhao, 2010). The following definition provided by an empirical GCE-TE study in its conclusion section is very representative of this:The global teacher could be defined as a global citizen and a universal teacher who possesses the qualifications and competencies required by globalization, knows about global changes and developments and improves herself or himself accordingly.…”