Fostering Global Citizenship Education for Teachers Through Online Research

Harshman, Jason; Augustine, Tami

doi:10.1080/00131725.2013.822040

Cited by 25 publications

(21 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Professional development opportunities help train current educators in global citizenship (Gallavan, 2008;Harshman & Augustine, 2013;Larsen & Faden, 2008). Some states have created professional development programs to prepare teachers in global competency.…”

Section: In-service Professional Developmentmentioning

confidence: 99%

“…After all, the advent and growth of the Internet has transformed the way teachers instruct their students (Luan et al, 2005; United States Department of Education, 2017). Furthermore, a study on the impact of the Internet on IB teachers across more than 30 countries shows how online discussion forums empower them to formulate diverse beliefs (Harshman & Augustine, 2013). Harshman and Augustine (2013) suggest online discussion forums can bring global citizenship educators together to share professional and pedagogical teaching practices.…”

Section: In-service Professional Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Global citizenship education starts with teacher training and professional development

Saperstein

2020

JGER

View full text Add to dashboard Cite

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.

show abstract

Section: In-service Professional Developmentmentioning

confidence: 99%

Section: In-service Professional Developmentmentioning

confidence: 99%

Global citizenship education starts with teacher training and professional development

Saperstein

2020

JGER

View full text Add to dashboard Cite

show abstract

“…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). A similar pattern emerged concerning theoretical discussions and model proposals, which defend very different approaches to GCE in TE.…”

Section: Findings: Trends In Global Citizenship Education For Tementioning

confidence: 99%

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

Estellés

Fischman

2020

Journal of Teacher Education

View full text Add to dashboard Cite

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.

show abstract

“…However, consensus is lacking regarding the appropriate goals for a more global educational approach (Peters, 2009;Reynolds, 2015). Different arguments for global education emphasize the importance of preparation for global economic competition, the need for learners to develop "world minded" ways of thinking (Merryfield, Lo, Po, & Kasai, 2008), and the imperative to educate citizens who engage with global issues (Harshman & Augustine, 2013;Leduc, 2013). Lim (2008) suggests that global education "Should be concerned with more than developing international awareness or a more rounded person;…”

Section: Literature Review Education For Global Readinessmentioning

confidence: 99%

“…Prior research also suggests educators should avoid one-off learning "events" that are not integrated with regular curriculum. While such events can be gratifying, educators "can get caught up in the excitement … and enthusiasm" (Pitts & Brooks, 2016, p. 13) and fail to push students towards critical reflection and self-awareness (Harshman & Augustine, 2013). Education for global readiness requires sustained learning experiences that can more profoundly affect learning and skill development (Lock, 2015).…”

Section: Technology's Roles In Education For Global Readinessmentioning

confidence: 99%

Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Carpenter

Justice

2018

View full text Add to dashboard Cite

Technology can create new opportunities for learning with and from people of other cultures, not just about them. The Global Read Aloud (GRA) offers an example of such learning possibilities. The GRA is a project that connects classrooms via digital technologies to discuss common texts. This research explored the pedagogical opportunities and challenges associated with using technology to teach for global readiness in the GRA. Although technology broadened how and with whom GRA students read and discussed literature, the depth and quality of technology-facilitated teaching specifically for global readiness was somewhat unclear. We discuss implications for teaching for global readiness.

show abstract

Fostering Global Citizenship Education for Teachers Through Online Research

Cited by 25 publications

References 14 publications

Global citizenship education starts with teacher training and professional development

Global citizenship education starts with teacher training and professional development

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

Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Contact Info

Product

Resources

About