scholarly journals From Caterpillars to Butterflies: Exploring Pre-service Teachers’ Transformations While Navigating Global Citizenship Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Mónica Lourenço
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Global Citizenship Education ◽  
Development Data ◽  
Multiple Case ◽  
Academic Year

Global citizenship education (GCE), which aims to empower learners to become proactive contributors to a more sustainable world, has recently emerged as one of the educational priorities of the 21st century. However, according to recent research, GCE is not yet embedded in teachers’ practice in a systematic manner, remaining an optional choice for willing and able teachers. Within this framework, this paper reports on a multiple case study conducted with a group of pre-service teachers (PSTs) in Portugal who were introduced to GCE in the third and final year of an undergraduate degree in Elementary Education. The study aimed to understand whether, how and to what extent the teacher education program contributed to PSTs’ professional development. Data consisted of individual reflections written by the PSTs throughout an academic year. These were analyzed thematically using grounded theory to formulate an original framework inspired by the butterfly’s metamorphosis. Results show that the experience with GCE was positive in developing PSTs’ professional knowledge and in helping them (re)construct their “becoming” teacher identities, albeit to different degrees. Implications of the results for teacher education programs are discussed.

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

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 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.

Performance-Based Assessment in Preparing Teachers

2019 ◽  
Author(s):  
Drew Polly
Keyword(s):  
United States ◽  
Teacher Education ◽  
Elementary Education ◽  
Teacher Education Program ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
National Board ◽  
Performance Based Assessment ◽  
Support Teacher

Performance-based assessments are assessments in which learners complete a complex task or series of tasks in order to demonstrate their learning. Originally designed and used with school-aged learners (ages 5 through 18), the use of performance-based assessments gained popularity in the early 2000s as a way to deeply assess learners’ knowledge and skills. The National Board of Professional Teaching Standards has been using performance-based assessments, which include video evidence of teachers, artifacts of student work, and teachers’ written reflections as part of their credentialing process. For individuals seeking their initial teaching license or teaching credential, in the past decade in the United States, teacher education programs have started to use performance-based assessments. The most widely used performance-based assessment in teacher education in the United States is edTPA, an assessment that was either required or used as an option in 37 states at the time this chapter was written. The edTPA assessment, similar to the National Board portfolio, includes video evidence from the teacher candidate’s instruction, lesson plans, artifacts of student learning, and the teacher candidate’s written reflections about their planning, teaching, and assessment of their students. This chapter describes performance-based assessments in teacher education programs, and focuses on how faculty members in one elementary education (students age 5–11) teacher education program revised its curriculum to support teacher candidates’ completion of the edTPA performance-based assessment.

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

2020 ◽  
pp. 002248712092025
Author(s):  
Marta Estellés ◽  
Gustavo E. Fischman
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Review Of The Literature ◽  
Conceptual Frameworks ◽  
Global Citizenship Education ◽  
Academic Literature ◽  
Global Problems ◽  
Scholarly Production

Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.

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