Educating Teachers towards Global Citizenship: A Comparative Study in Four European Countries

Autor/inn/en	Tarozzi, Massimiliano; Mallon, Benjamin
Titel	Educating Teachers towards Global Citizenship: A Comparative Study in Four European Countries
Quelle	In: London Review of Education, 17 (2019) 2, S.112-125 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Cross Cultural Studies; Citizenship Education; Inservice Teacher Education; Global Approach; Elementary School Teachers; Higher Education; Values Education; Competency Based Education; Course Content; Case Studies; Expertise; Nongovernmental Organizations; International Cooperation; Transformative Learning; Professional Autonomy; Foreign Countries; Faculty Development; Ireland; Austria; Czech Republic; Italy + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerfortbildung; Globales Denken; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Werterziehung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kursprogramm; Case study; Fallstudie; Case Study; Expert appraisal; Internationale Kooperation; Internationale Zusammenarbeit; Pädagogische Transformation; Berufsfreiheit; Ausland; Irland; Österreich; Tschechische Republik; Italien
Abstract	This article, derived from a larger EU-funded empirical research project, draws on a comparative analysis of pioneering global citizenship education (GCE) inservice primary teacher education programmes, as theorized and practised in four European countries, to explore how higher education institutions (HEIs), non-governmental organizations (NGOs) and participating teachers shape the development of content-based, competence-based and values-based approaches to teacher education. With reference to the multiple-site case study in Ireland, Austria, the Czech Republic and Italy, this article argues that, through investment, structural and institutional support and professional teacher education expertise, HEIs are, alongside NGOs and in-service teachers, pivotal actors in the collaborative development of GCE teacher education. The article concludes that successful collaborations can foster teacher agency through transformative, values-based approaches to GCE teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01