Multicultural Education Within the Era of Internalization and Globalization
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 13, Heft 1, S. 3-4
ISSN: 1532-7892
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In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 13, Heft 1, S. 3-4
ISSN: 1532-7892
In: Global studies in education volume 26
This book on global issues, trends, and practices is intended to serve primarily as an instructional and learning resource in social studies methods courses for preservice teachers. In addition, it is an effective social studies and global education resource for college faculty, graduate students, inservice educators, and other professionals because it has divergent, practical, and relevant ideas. Teaching global education is challenging. It requires an understanding of globalization and how it affects policies, reforms, and education. Therefore, this book explores real global issues in the cl
In: The Journal of Social Studies Research: JSSR, Band 44, Heft 1, S. 77-90
ISSN: 0885-985X
This study explored pre-service teachers' (N = 37) perceptions about teaching controversial global and local topics. Additionally, it examined participants' level of preparedness, motivation and perceived hindrances to teaching controversial issues. To do so, the study used a interpretive phenomenological approach (IPA). Data from written reflections and semi-structured interviews showed 80 percent of participants lacked exposure to college work that examined controversial issues prior to taking Social Studies Methods course. However, after taking the course, participants were able to identify controversial topics, but they still displayed limited critical awareness and conceptualization of teaching controversial issues. Other findings pointed to the benefits of teaching controversial topics in a planned and intentional manner.
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 14, Heft 3, S. 125-126
ISSN: 1532-7892