Reflections of a Peace Educator: The Power and Challenges of Peace Education with Pre-Service Teachers

Autor/in	Cook, Sharon Anne
Titel	Reflections of a Peace Educator: The Power and Challenges of Peace Education with Pre-Service Teachers
Quelle	In: Curriculum Inquiry, 44 (2014) 4, S.489-507 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/curi.12058
Schlagwörter	Peace; Teaching Methods; Curriculum Design; Focus Groups; Interviews; Questionnaires; Global Education; Preservice Teachers; Teacher Attitudes; Teacher Educators; Lesson Plans; Definitions; College Faculty; Knowledge Base for Teaching; Instructional Materials; Student Attitudes; Teacher Education + Suchen Sie Ihr Suchwort? Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Interviewing; Interviewtechnik; Fragebogen; Globales Lernen; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung; Begriffsbestimmung; Fakultät; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerverhalten
Abstract	This retrospective essay examines one long-standing peace and global education initiative for pre-service teacher candidates. The article probes the meanings of peace education and of global education embedded in the program, as well as the program's apparent consequences: What understandings of peace education did the pre-service candidates in this program demonstrate, through their own words and the teaching plans they produced? What skills did the pre-service candidates seem to acquire in curriculum design? My reflections are based on my own experience as a faculty member and coordinator of the program, as well as retrospective understandings derived from ongoing examination of questionnaires, focus group discussions, interviews, and especially, almost 200 curriculum products (lesson and unit plans) created by pre-service candidates in a special "global cohort" and in the general pre-service population at the same university. The article provides a literature review of the main definitions of peace education, as well as the characteristics of peace pedagogy, and discusses two main challenges faced by the core faculty in this peace education program. In particular, teacher candidates' understandings of peace education often seemed limited, especially in relation to their competence in developing curricula for other strands of global education. Second, teacher candidates often had difficulty acquiring the relevant knowledge base and teaching materials necessary for facilitating the complex pedagogies associated with peace education. I conclude with some observations about how our program's pre-service teacher candidates seemed to understand and respond to the challenges of peace education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10