International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Volume 7 Issue 2 (June 2011)

Issue Information

Issue Information

pp. i - vi



Original Articles

Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education

Natalie Appleyard, & Lorna R. McLean

pp. 6 - 32


This case study analyses a professional development (PD)  program  in  global citizenship education (GCE) that seeks to develop teacher education candidates’ knowledge and capacities as global citizens during a one-year Bachelor of Education program. In particular, we explore how  pre-service  teachers  perceived  and experienced PD in GCE as a component of their professional learning and how this knowledge related to their understanding of curricula and pedagogical practices. First, we explore a model of effective PD and use this model to describe and analyze the   GCE PD program, followed by a brief discussion of its context within the Faculty PD program; next, we outline the pre-service teachers’ conceptions of PD in GCE; and finally, we suggest ways that PD for pre-service teachers can be enhanced to meet the specific curricular and pedagogical demands of GCE. Our findings suggest that best practices for PD in GCE include consistent use of pedagogies such as experiential learning and explicit modeling; targeted instruction in specific intellectual, affective,  and action domains of GCE; providing pre-service teachers with opportunities to practice and reflect on the implementation of GCE in classroom settings; and developing collaborative networks of  support.

Keywords: Case Study, Professional Development, Global Citizenship Education

Preparing student teachers to address complex learning and controversy with middle grades students

Ann Marie Smith, & Sean Lennon

pp. 33 - 51


This qualitative study explores pre-service teachers’ perceptions of teaching critical literacy through discussions of controversial issues. Personality questionnaires were given to six classes of pre-student teachers over three semesters in order to gauge  interest in teaching methods that incorporate  inquiry  learning  and  critical  literacy. The results of this study suggest that these pre-service teachers were  generally  unwilling to discussing controversial issues in their classes.  Also some teachers did   not necessarily believe that students are capable of directing their own learning. The authors of this study make recommendations for preparing teachers to think about critical literacy through discussions of controversial  issues.

Keywords: Critical literacy, Preservice teacher education, complex learning, controversy

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