The Role of Teacher Educators in Developing and Disseminating Global Citizenship Education Strategies in and beyond U. S. Learning Environments

Autor/inn/en	O'Meara, James G.; Huber, Tonya; Sanmiguel, Elizabeth R.
Titel	The Role of Teacher Educators in Developing and Disseminating Global Citizenship Education Strategies in and beyond U. S. Learning Environments
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 44 (2018) 5, S.556-573 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Meara, James G.) ORCID (Huber, Tonya) ORCID (Sanmiguel, Elizabeth R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1516347
Schlagwörter	Teacher Role; Teacher Educators; Citizenship Education; Global Approach; Course Content; Barriers; Teacher Education Programs; Capacity Building; Preservice Teacher Education; Educational Strategies; Service Learning; Consciousness Raising; Spanish; Literacy Education; Foreign Countries; Program Descriptions; Self Concept; Texas (Laredo); Dominican Republic + Suchen Sie Ihr Suchwort? Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Kursprogramm; Lehramtsstudiengang; Lehrstrategie; Service-Learning; Bewusstseinsbildung; Spanisch; Ausland; Selbstkonzept; Dominikanische Republik
Abstract	Current global concerns over refugees, immigration, conflicts, and violent extremism would suggest we still have work to do when it comes to the promotion of understanding, tolerance and friendship among all nations, racial and religious groups. The inclusion of (a) Global Citizenship Education (GCED) targets and (b) official indicators (UNESCO 2017) for measuring progress towards the mainstreaming of GCED into teacher education represents a collective response for addressing these global concerns. While GCED is present in the curriculum of many countries, researchers (UNESCO 2017) report it is less likely to be included in teacher education. This absence may explain, in part, why the United Nations (2012) identified a lack of teacher capacity as a major barrier to progress towards the mainstreaming of GCED. Unless GCED capacity building becomes part of a teacher education core-curriculum, these global concerns will continue. The authors provide the reader with an overview of preliminary inquiries into piloting of GCED capacity building activities with teacher education candidates. The analysis of these activities serves as a contribution to the existing literature on strategies teacher educators can use to develop pre-service teachers to nurture core cognitive dimensions of GCED and disseminate these strategies for use by their P-12 colleagues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01