Teacher educators’ perspectives on globalcitizenship education and multilingualcompetences

Salam Mairi; Johanna Gruber; Sarah Mercer; Alina Schartner; Jan Ybema; Tony Young; C. van der Meer

doi:10.1080/01434632.2023.2170388

Teacher educators’ perspectives on globalcitizenship education and multilingualcompetences

Salam Mairi, Johanna Gruber, Sarah Mercer, Alina Schartner, Jan Ybema, Tony Young, C. van der Meer

Fryske Akademy (FA)

Onderzoeksoutput: Bijdrage aan wetenschappelijk tijdschrift/periodieke uitgave › Artikel › Wetenschappelijk › peer review

10 Citaten (Scopus)

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This study reports on the unique and personal experiences of 17 teachereducators fromfive different countries when integrating globalcitizenship education (GCE) and multilingual competences (MC) intotheir teaching practices. The qualitative study employed in-depth, semi-structured interviews to capture the complex and individual nature oftheir attitudes and practices towards incorporating GCE and MC intoteaching. Through reflexive thematic analysis,findings revealed thatthese teacher educators experienced different pathways ofunderstanding and gradual growth in their knowledge surrounding thetopics. Furthermore, the study shows that anyone wishing toincorporate GCE and MC into their teaching practice may set out fromdiverse starting points. Findings reveal three motivations for teachingGCE and or MC including making a difference in the world, being ableto deal with the complex education system, and striving for socialequity. Lastly, participants provided advice to teachers and teachereducators about how GCE and MC can be approached. In sum, thestudy uncovered a need to provide time, resources, and opportunitiesfor teachers and teacher educators to grow their own understandingsand capabilities for working with these approaches and the importanceof individual motivation in driving the agenda forward in the absenceof systemic support.

Originele taal-2	Engels
Tijdschrift	Journal of Multilingual and Multicultural Development
DOI's	https://doi.org/10.1080/01434632.2023.2170388
Status	E-pub ahead of print - 23 jan. 2023

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10.1080/01434632.2023.2170388Licentie: CC BY-NC-SA

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title = "Teacher educators{\textquoteright} perspectives on globalcitizenship education and multilingualcompetences",

abstract = "This study reports on the unique and personal experiences of 17 teachereducators fromfive different countries when integrating globalcitizenship education (GCE) and multilingual competences (MC) intotheir teaching practices. The qualitative study employed in-depth, semi-structured interviews to capture the complex and individual nature oftheir attitudes and practices towards incorporating GCE and MC intoteaching. Through reflexive thematic analysis,findings revealed thatthese teacher educators experienced different pathways ofunderstanding and gradual growth in their knowledge surrounding thetopics. Furthermore, the study shows that anyone wishing toincorporate GCE and MC into their teaching practice may set out fromdiverse starting points. Findings reveal three motivations for teachingGCE and or MC including making a difference in the world, being ableto deal with the complex education system, and striving for socialequity. Lastly, participants provided advice to teachers and teachereducators about how GCE and MC can be approached. In sum, thestudy uncovered a need to provide time, resources, and opportunitiesfor teachers and teacher educators to grow their own understandingsand capabilities for working with these approaches and the importanceof individual motivation in driving the agenda forward in the absenceof systemic support.",

keywords = "global citizenship education, multilingual competences, teacher education, social equity",

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AU - Gruber, Johanna

AU - Mercer, Sarah

AU - Schartner, Alina

AU - Ybema, Jan

AU - Young, Tony

AU - van der Meer, C.

PY - 2023/1/23

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N2 - This study reports on the unique and personal experiences of 17 teachereducators fromfive different countries when integrating globalcitizenship education (GCE) and multilingual competences (MC) intotheir teaching practices. The qualitative study employed in-depth, semi-structured interviews to capture the complex and individual nature oftheir attitudes and practices towards incorporating GCE and MC intoteaching. Through reflexive thematic analysis,findings revealed thatthese teacher educators experienced different pathways ofunderstanding and gradual growth in their knowledge surrounding thetopics. Furthermore, the study shows that anyone wishing toincorporate GCE and MC into their teaching practice may set out fromdiverse starting points. Findings reveal three motivations for teachingGCE and or MC including making a difference in the world, being ableto deal with the complex education system, and striving for socialequity. Lastly, participants provided advice to teachers and teachereducators about how GCE and MC can be approached. In sum, thestudy uncovered a need to provide time, resources, and opportunitiesfor teachers and teacher educators to grow their own understandingsand capabilities for working with these approaches and the importanceof individual motivation in driving the agenda forward in the absenceof systemic support.

AB - This study reports on the unique and personal experiences of 17 teachereducators fromfive different countries when integrating globalcitizenship education (GCE) and multilingual competences (MC) intotheir teaching practices. The qualitative study employed in-depth, semi-structured interviews to capture the complex and individual nature oftheir attitudes and practices towards incorporating GCE and MC intoteaching. Through reflexive thematic analysis,findings revealed thatthese teacher educators experienced different pathways ofunderstanding and gradual growth in their knowledge surrounding thetopics. Furthermore, the study shows that anyone wishing toincorporate GCE and MC into their teaching practice may set out fromdiverse starting points. Findings reveal three motivations for teachingGCE and or MC including making a difference in the world, being ableto deal with the complex education system, and striving for socialequity. Lastly, participants provided advice to teachers and teachereducators about how GCE and MC can be approached. In sum, thestudy uncovered a need to provide time, resources, and opportunitiesfor teachers and teacher educators to grow their own understandingsand capabilities for working with these approaches and the importanceof individual motivation in driving the agenda forward in the absenceof systemic support.

KW - global citizenship education

KW - multilingual competences

KW - teacher education

KW - social equity

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DO - 10.1080/01434632.2023.2170388

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SN - 0143-4632

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JF - Journal of Multilingual and Multicultural Development

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Teacher educators’ perspectives on globalcitizenship education and multilingualcompetences

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