Professional development perspectives on Global Citizenship Education in Ghana

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2022-10-02 DOI:10.1080/00131881.2022.2135120
J. Parejo, B. A. Lomotey, Miquel Reynés-Ramon, M. Cortón-Heras
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Abstract

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 pre-service 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.
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加纳全球公民教育的专业发展视角
全球公民教育(GCE)是一个复杂而不断发展的教育领域,越来越多地被纳入全球课程。随着普通教育证书在课堂上的重要性越来越大,普通教育证书教育者对专业发展的洞察力也越来越强。鉴于许多研究GCE的方法通常源于“全球北方”背景,从“全球南方”的角度研究这一领域尤为重要。本文通过报告在加纳初级教师教育环境中进行的一项研究作出贡献。目的调查准教师对普通教育证书的看法。它试图探讨的方面包括职前教师如何理解GCE教学的方向、意义和相关性,以及他们对围绕GCE基本方法和价值观的辩论的看法。研究对象为16名在加纳一所大学攻读学位期间参加过普通教育证书课程的职前教师。通过三次焦点小组讨论收集数据并进行定性分析。对丰富数据的深入分析表明,参与者普遍对GCE持积极看法,同时观察到地方、国家和全球问题之间关系的挑战和紧张。虽然有些人认为GCE有新殖民主义倾向,关注西方元素而不是其他文化,但其他人则认为GCE的内容也可以重新定位,以解决当地问题。虽然与会者认为更多的实践经验可以加强他们的学习,但他们相信他们在内容和理论方面已经获得了足够的技能来教授普通教育证书。这项研究引起了人们对教育工作者的关注,他们需要从早期阶段到整个职业生涯中得到支持,在GCE中进行专业发展,鼓励探索、批判性思维和挑战。
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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