Global Educators' Personal Attribution of a Global Perspective

Autor/in	Carano, Kenneth Thomas
Titel	Global Educators' Personal Attribution of a Global Perspective
Quelle	In: Journal of International Social Studies, 3 (2013) 1, S.4-18 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3585
Schlagwörter	Global Education; Teacher Attitudes; Attribution Theory; Performance Factors; Decision Making; Social Studies; World Views; Educational Resources; Educational Strategies; Faculty Development; Professional Services; Mentors; Study Abroad; Socioeconomic Influences; Secondary School Teachers; Interviews; Intercultural Programs; Cultural Awareness; Service Learning; Social Justice; College School Cooperation; Case Studies + Suchen Sie Ihr Suchwort? Globales Lernen; Lehrerverhalten; Leistungsindikator; Decision-making; Entscheidungsfindung; Gemeinschaftskunde; World view; Weltanschauung; Bildungsmittel; Lehrstrategie; Berufsbegleitender Dienst; Studies abroad; Auslandsstudium; Sozioökonomischer Faktor; Interviewing; Interviewtechnik; Cultural identity; Kulturelle Identität; Service-Learning; Soziale Gerechtigkeit; Case study; Fallstudie; Case Study
Abstract	This case study of self-identifying global educators investigated factors that they attributed to the development of their global perspective and how it influenced curricular decision-making. Analysis resulted in seven themes identified by the participants as having attributed to the development of a global perspective: (a) family, (b) exposure to diversity, (c) minority status, (d) global education courses, (e) international travel, (f) having a mentor, and (g) professional service. Additionally, the themes were perceived to influence curricular decision-making by providing strategies and resources. The participants' perspectives have implications for social studies teacher education programs and future research. These implications include the types of instructional methods, themes, and global dimensions that should be addressed in teacher education programs. Future research should focus on issues underlying the nature of global education courses being taught in social studies teacher education programs, the teaching methods being used by graduates of those programs, and further analysis on emerging themes perceived to be critical in developing a global perspective. (As Provided).
Anmerkungen	International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01