Preparing globally competent preservice teachers: The development of content knowledge, disciplinary skills, and instructional design

Myers, John P.; Rivero, Keith

doi:10.1016/j.tate.2018.10.008

Cited by 26 publications

(15 citation statements)

References 28 publications

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“…These results are aligned with prior research, which has also reported an evolution in pre-service and in-service teachers' understandings of GCE, as a result of professional development activities such as readings of key literature, concept maps, simulation assignments or construction of resources and lesson plans (see, for instance, Guo, 2014;Myers and Rivero, 2019). These activities, when appropriately framed and provided with enough room for discussion and reflection, seem to allow PSTs to overcome the conceptual complexity they often identify in GCE which prevents them from committing more fully to this transformative form of education.…”

Section: Perceptions and Experiences Of Gcesupporting

confidence: 89%

“…Appleyard and McLean (2011), on their part, suggest that best practices for professional development in GCE should include consistent use of pedagogies such as experiential learning and explicit modeling; targeted instruction in specific intellectual, affective, and action domains of GCE; opportunities to practice and reflect on the implementation of GCE in classroom settings; and develop collaborative networks of support. Other teacher educators have defended the use of simulations (Myers and Rivero, 2019), drama (Blanks, 2013), (international) service-learning (Larsen and Searle, 2017), and cross-cultural communication (Kopish, 2017).…”

Section: Teacher Education For and About Global Citizenshipmentioning

confidence: 99%

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

Lourenço

2021

Front. Educ.

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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.

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Section: Perceptions and Experiences Of Gcesupporting

confidence: 89%

Section: Teacher Education For and About Global Citizenshipmentioning

confidence: 99%

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

Lourenço

2021

Front. Educ.

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“…One of the recurring themes of this study was the need for pre-service teachers to gain more exposure to global issues before entering the classroom (Ferguson-Patrick et al, 2014). However, too often teacher education programs in the United States fail to impart the relevant knowledge, skills, and values (e.g., lack of teacher capacity) needed to teach global citizenship education (Myers & Rivero, 2019;O'Meara et al, 2018). As a result, too many teachers are ill-prepared to discuss basic multicultural or global concepts in the classroom (Gayle-Evans & Michael, 2006), while others feel ill-equipped to apply such content to their classroom lessons or unit plans (Brown & Kysilka, 1994).…”

Section: Discussionmentioning

confidence: 99%

Global citizenship education starts with teacher training and professional development

Saperstein

2020

JGER

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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.

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“…The multiple case study design method aims to gain a deeper understanding of the literacy-oriented teaching from cognitive perception, intentional practice, decision-making reflection and transformational learning. The purpose is to test and understand the teacher's practice of literacy-oriented teaching and transform learning situations [18], [19]. It is important that pay attention to the teacher's reflection on the cognitive intentions of literacy teaching to the teaching behavior, as well as the development process of adaptive professionalism.…”

Section: A Methodsmentioning

confidence: 99%

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Chun-Mei¹,

Shen²,

Shen³

et al. 2020

IJSSH

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The study aims to understand that the vocational teacher responds to the teaching needs of the literacy-oriented teaching of the 12-nation new curriculum. It is important of the impact of the new curriculum on teaching and the schools' literacy-oriented teaching contents. In order to achieve this goal, this study uses a number of case studies to understand the views of teachers and vocational education experts on the teaching and needs of the 12-nation new curriculum. The result of vocational teachers' literacy-oriented teaching need was "course conversion" (30%), "curriculum development and design" (24%), "Education practice" (16%), "Student assessment" (12%), "Parental communication" (10%) and "Professional leadership" (8%). In order to understand the practical difficulties that vocational teachers may face and the measures that can provide professional teaching, and propose in-service teachers' learning activities. It is important to effectively cultivate teachers' professional-oriented teaching professional ability. Index Terms-Literacy-oriented teaching, 12-nation new curriculum, transformative learning, teaching decision-making. Education(TSSCI), Quarterly curriculum and Instruction(TSSCI). Her research interests are focusing on three major areas: (1) The e-learning, teaching mechanism and cognition change process of tertiary education.(2) The teaching excellence mechanism effect and recognition change effect of tertiary teachers.(3) Entrepreneurship education and internship curriculum development and experiment of tertiary education program. Her publications are available at:

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Preparing globally competent preservice teachers: The development of content knowledge, disciplinary skills, and instructional design

Cited by 26 publications

References 28 publications

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

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

Global citizenship education starts with teacher training and professional development

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

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