Preservice teachers’ views of global citizenship and implications for global citizenship education

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

“…In terms of literacy, the findings show that most pre-service teachers are located at the analysis level. This matches what Bruce et al (2019) found in their study, and it takes shape in greater importance being attached to the liberal humanistic dimension. Both studies show that the analysis or understanding of a news item is an essential component of CGCE, but action-transformation proposals truly embody the critical perspective.…”

“…The position in which they are established is according to their global importance, so at the beginning, there are leaders like Putin With the results of this coding, the respondents were classified on a three-level scale which corresponded to what the project assumed to be literacy levels, meant as "the capacity to read between the lines and beyond what is said and to identify the socio-historical and ideological underpinnings and intentionality behind books, images, videos and media" (Castellví et al 2019, p. 25). Similar scales were used by Bruce et al (2019) in their study. The scale proposed in this study is:…”

“…The literature review revealed that there are studies which inquire into the discourses on global citizenship education in future teachers (Yemini 2017;Yemini et al 2019;Kim 2019), the purposes of teaching it (Bruce et al 2019), the efficacy of teacher training programmes on global citizenship (Kopish 2016;Yang et al 2017), the assessment of teaching proposals or methodologies (O'Meara et al 2018), the influence of global education on viewing oneself as a global citizen (Larsen and Searle 2017) and specifically in working teachers (Goren and Yemini 2016;Goren et al 2019;Çolak et al 2019;Leduc 2013). They all concur on the importance of including global citizenship education in teacher training programmes in different ways.…”

“…In this regard, global citizenship education is viewed as a way people can gain a broader and better understanding of the interrelationship between citizenship, politics, democracy and the globalisation process, which leads them to understand the political, economic, cultural, social and environmental implications (O'Meara et al 2018;Bruce et al 2019). From these theorical frames, we proposed a research question: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve?…”

Validation of the Professional Citizen Education Model in Education

“…The results of the study (Yazdani, Sharifi, Imani, 2018) in a study aimed at identifying and assessing the status of the antecedents and consequences of professional citizenship education in the country's education system: Includes, goals and philosophy of training, training technology and equipment, manpower, evaluation criteria, standards and training resources; Process factors include components such as training methods, pedagogy, training content, and training processes and hidden functions of education, and output factors, ie professional citizen, including cognition, ability, and civic attitude. Bruce, North & FitzPatrick (2019) in a study, teachers' views on citizenship education and the consequences of global citizenship education. The purpose of this study is to examine the teachings of preschool teachers of global citizenship with a special focus on cultural diversity.…”