Developing Global Citizenship Consciousness: Case Studies of Critical Cosmopolitan Theory
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서지정보
ㆍ발행기관 : 이화여자대학교 교과교육연구소
ㆍ수록지정보 : 교과교육학연구 / 20권 / 3호
ㆍ저자명 : Erik Jon Byker
ㆍ저자명 : Erik Jon Byker
목차
I. IntroductionII. Literature Review
III. Methodology
IV. Findings
V. Discussion
References
한국어 초록
The development of global citizenship among teachers needs to begin even before teachers sign their first contract.Global citizenship development should start when teacher candidates are being prepared to teach. Using the Critical CosmopolitanTheory (Byker, 2013), this article examines the integration of a global citizenship curricula in teacher educationprograms in North Carolina and Texas. The article describes and compares the teacher candidates’ (n=136) perceptions of theglobal citizenship curricula. The study found that after participating in the global citizenship curricula participants: (1) madeconceptual leaps in their global citizenship definitions; (2) developed a stronger commitment for their future role as educatorsin developing global citizens; and (3) were more willing to take action for social justice related issues in education.영어 초록
The development of global citizenship among teachers needs to begin even before teachers sign their first contract.Global citizenship development should start when teacher candidates are being prepared to teach. Using the Critical Cosmopolitan
Theory (Byker, 2013), this article examines the integration of a global citizenship curricula in teacher education
programs in North Carolina and Texas. The article describes and compares the teacher candidates’ (n=136) perceptions of the
global citizenship curricula. The study found that after participating in the global citizenship curricula participants: (1) made
conceptual leaps in their global citizenship definitions; (2) developed a stronger commitment for their future role as educators
in developing global citizens; and (3) were more willing to take action for social justice related issues in education.
참고 자료
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