Professional Development Perspectives on Global Citizenship Education in Ghana

Autor/inn/en	Parejo, José-Luis; Lomotey, Benedicta A.; Reynés-Ramon, Miquel; Cortón-Heras, Maria-O
Titel	Professional Development Perspectives on Global Citizenship Education in Ghana
Quelle	In: Educational Research, 64 (2022) 4, S.407-423 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parejo, José-Luis) ORCID (Lomotey, Benedicta A.) ORCID (Reynés-Ramon, Miquel) ORCID (Cortón-Heras, Maria-O)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2022.2135120
Schlagwörter	Foreign Countries; Faculty Development; Preservice Teachers; Teacher Attitudes; Teacher Education Programs; Global Education; Citizenship Education; Relevance (Education); Barriers; Critical Thinking; Colonialism; Pedagogical Content Knowledge; 21st Century Skills; Ghana + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Globales Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Relevance; Relevanz; Kritisches Denken; Kolonialismus; Pädagogische Kompetenz
Abstract	Background: Increasingly incorporated into curricula worldwide, Global Citizenship Education (GCE) is a complex and evolving area of education. As the significance of GCE in the classroom grows, so does the need for insight into professional development for GCE educators. Given that many approaches to GCE have typically stemmed from 'global North' contexts, it is particularly important to research this area from 'global South' perspectives. This paper contributes by reporting on a study conducted in an initial teacher education setting in Ghana. Purpose: The study aimed to investigate prospective teachers' viewpoints on GCE. It sought to explore aspects including how preservice teachers understood the orientation, meaning and relevance of GCE teaching and their views on the debates surrounding GCE's underlying approaches and values. Methods: Participants were 16 pre-service teachers who had taken GCE courses during their degree programmes at a university in Ghana. Data were collected through three focus group discussions and analysed qualitatively. Findings: In-depth analysis of the rich data suggested that participants had generally positive perceptions about GCE, whilst observing challenges and tension in the relationships between local, national and global issues. Whereas some were of the opinion that GCE had a neocolonial orientation, focusing on Western elements over other cultures, others expressed the view that GCE content could be reoriented to address local issues as well. Although participants felt that greater practical experience could strengthen their learning, they believed they had obtained adequate skills in terms of content and theory for the teaching of GCE. Conclusion: The study draws attention to the need for educators to be supported from an early stage and throughout their career journeys with professional development in GCE that invites exploration, critical thinking and challenge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01