Global citizenship education starts with teacher training and professional development

Abstract

In recent years, the idea of global citizenship has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study examined the roles and responsibilities of global studies teachers at an urban New Jersey public high school. The study included interviews with an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-year course in the global studies curriculum; as well as observations and analysis of the course curriculum, syllabus, and student assignments. This study highlights the continuing need for increased pre-service and in-service training opportunities for teachers of global studies related courses, including teacher education and professional development programs. This study also underscores the need for more research on global citizenship education, and global studies training and certification programs in the United States.

Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

“…Further, our study posits that compulsory HRE implementation could empower FMs to produce quality TCs, who can then serve as advocates for human rights. This potential outcome aligns with research by Yemini et al (2019), Saperstein (2020), and Robinson et al (2020), who all underscore the vital role of HRE in bolstering human rights-related competencies among TCs. Moreover, the study findings suggest that through compulsory HRE, teachers can better internalize human rights principles and serve as effective role models for students, a point supported by Merey & İşler (2018).…”

How Does Global Competency Look Like in Malaysian Teachers? Issues and Suggestions

“…They need to be implemented on a serialized and leveled basis. Saperstein (2020), in his study on global education in the United States, states the need for continuous training for the global education of teachers. The same findings can be used in Malaysia as well.…”

Global Citizenship Education in the English Language Classroom: Theory and Practice

“…Despite the attention paid to GCE by policymakers and curriculum developers, GCE remains a tertiary subject in the field of teacher education [15]. In the case of South Korea, resources and curriculum have been made available [16], [19], but without proper training, educators still feel inadequately prepared for integrating the concept of GCE into their lessons [17].…”