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

Original article | International Journal of Progressive Education 2011, Vol. 7(2) 6-32

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

Natalie Appleyard, & Lorna R. McLean

pp. 6 - 32   |  Manu. Number: ijpe.2012.063

Published online: June 15, 2012  |   Number of Views: 41  |  Number of Download: 245


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

How to Cite this Article?

APA 6th edition
Appleyard, N. & McLean, L.R. (2011). Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education . International Journal of Progressive Education, 7(2), 6-32.

Appleyard, N. and McLean, L. (2011). Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education . International Journal of Progressive Education, 7(2), pp. 6-32.

Chicago 16th edition
Appleyard, Natalie and Lorna R. McLean (2011). "Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education ". International Journal of Progressive Education 7 (2):6-32.

  1. Adey,  P.  (2004)  The  professional  development  of  teachers:  Practice  and     theory. Dordrecht, Netherlands: Kluwer Academic  Publishers. [Google Scholar]
  2. Bickmore, K. (1998). Teacher development for conflict resolution [Maple Elementary School]. Alberta Journal of Educational Research 44(1),   53-69. [Google Scholar]
  3. Bickmore, K. (2006). Democratic social cohesion (assimilation)? Representations of social conflict. Canadian Journal of Education, 29(2),   359-386. [Google Scholar]
  4. Blaney, D. L. (2002). Global education, disempowerment and curricula for a world politics. Journal of Studies in International Education, 6(3),   268-282. [Google Scholar]
  5. Bottery, M. (2006). Education and globalization: Redefining the  role  of  the  educational professional. Educational Review, 58(1),   95-113. [Google Scholar]
  6. Cutrara, Samantha. To Placate or Provoke: A critical  review  of  the  disciplines approach to history curriculum Journal of the Canadian Association of Curriculum Studies 7, 2:  86-109 [Google Scholar]
  7. Cole, A. L., & Knowles, J.G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Needham Heights, MA: Allyn and Bacon. [Google Scholar]
  8. Cook, S. A. & Duquette, C. (1999). Professional development schools: Pre-service candidates’ learning and sources of knowledge. Alberta Journal  of  Educational Research, 45(2),  198-207. [Google Scholar]
  9. Davies,   L.   (2006).   Global   citizenship:   Abstraction   or   framework   for     action? Educational Review, 58(1),  5-25. [Google Scholar]
  10. Edmunds, C. (2007). Continuous quality improvement: integrating best practice into teacher education. International Journal of Educational Management, 21(3), 232-237. [Google Scholar]
  11. El-Sheikh Hassan, O. (2000). Improving the quality of learning: Global education as a vehicle for school reform. Theory Into Practice 39(2),   97-103. [Google Scholar]
  12. Evans, Linda. (2009). S/he who pays the piper calls the tune? Professionalism, developmentalism and the paucity of in-service education within the research profession. Professional Development in Education 35(2),   289-304. [Google Scholar]
  13. Evans, M. (2006). Educating for citizenship: What teachers say and what teachers do. Canadian Journal of Education/Revue canadienne de l’éducation, 29 (2), 410-435. [Google Scholar]
  14. Freeman,  R.  E.  (1993).  Collaboration,  global  perspectives,  and  teacher   education. Theory Into Practice, 32(1),  33-39. [Google Scholar]
  15. Gallavan, N. (2008) Examining teacher candidates’ views on teaching  world citizenship. The Social Studies, November/December 2008,   249-254. [Google Scholar]
  16. Garratt, D. & Piper, H.  (2003). Citizenship education and the monarchy: Examining   the contradictions. British Journal of Educational Studies 51(2),   128-148. [Google Scholar]
  17. Gilliom, M. E. (1993). Mobilizing teacher educators to support global education in preservice programs. Theory Into Practice, 32(1),  40-46. [Google Scholar]
  18. Goldstein, T. & Selby, D. (2000). Introduction. In T. Goldstein & G. Pike (Eds.), Weaving Connections: Educating for Peace,  Social  and  Environmental Justice (pp. 11-26). Toronto: Sumach  Press. [Google Scholar]
  19. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice 8(3/4),  381-391. [Google Scholar]
  20. Hicks, D. & Bord, A. (2001). Learning about global issues: Why most educators only make things worse. Environmental Education Research, 7(4),   413-425. [Google Scholar]
  21. Holden, C. & Hicks, D. (2007). Making global connections: The knowledge, understanding and motivation of trainee teachers. Teaching and Teacher Education, 23, 13-23. [Google Scholar]
  22. Horsley, M., Newell, S. & Stubbs, B. (2005). The  prior  knowledge  of  global  education of pre- service teacher education students. Citizenship, Social and Economics Education, 6(3),  137-155. [Google Scholar]
  23. Kosnick, C. &  Beck, C. (2008). We taught them  about literacy but what did they  learn? The impact of a preservice teacher education program on the practices  of beginning teachers. Studying Teacher Education, 4(2),   115-128. [Google Scholar]
  24. Kubow, P. K., & Fischer, J. M. (2009). Democratic Concept Development: A dialogic process for developing educational curriculum. Pedagogies: An International Journal, 1(3), 197-219. [Google Scholar]
  25. Macintyre Latta, M. (2005). The role and place of fear in what it means to teach and to learn. Teaching Education, 16(3),  185-196. [Google Scholar]
  26. McCully, A. (2006). Practitioner perceptions of  their role in facilitating the handling    of controversial issues in contested societies: A Northern Irish experience. Educational Review, 58 (1),  51-65. [Google Scholar]
  27. McLean, L., Sharon Cook & Tracy Crowe. (2008)  Imagining  global  citizens:  Teaching peace and global education in a Teacher Education Programme. Citizenship, Teaching and Learning (UK) 4 (1),  12-26. [Google Scholar]
  28. Merryfield, M. M. (1993). Reflective practice in global education: Strategies  for  teacher educators. Theory Into Practice, 32(1),  27-32. [Google Scholar]
  29. Merryfield, M. M. (1994). Teacher education in global and international education. In Sutton, M. And Hutton, D. (Eds.), Concepts and Trends in Global Education (pp. 27-32). Washington, DC: Office of Educational Research and Improvement. [Google Scholar]
  30. Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16, 429-443. [Google Scholar]
  31. Mundy, K. &  Manion, C. (2008). Global education in Canadian elementary schools:  An exploratory study. Canadian Journal of Education 31(4),   941-974. [Google Scholar]
  32. Mundy, K., Manion, C., Masemann, V., and M. Haggerty (2007). Charting Global Education in Canada’s Elementary Schools: Provincial, District, and School Level Perspectives. Toronto, ON: UNICEF  Canada. [Google Scholar]
  33. Piggot-Irvine, E. (2008). Establishing criteria for effective  professional  development and use in evaluating an action research based program. Journal of In-service Education 32(4), 477-496. [Google Scholar]
  34. Pike, G. (2000). A tapestry in the making: The strands of global education. In T. Goldstein & G. Pike (Eds.), Weaving Connections: Educating for Peace,  Social and Environmental Justice (218-241). Toronto: Sumach   Press. [Google Scholar]
  35. Prado-Olmos, Patricia, Francisco Rios and Lillian Vega Castaneda (2007). Studying Teacher Education 3(1),  85-102. [Google Scholar]
  36. Reimer, K. & L. McLean (2009). Conceptual clarity and connections:  Peace  and  global education and pre-service teachers. Canadian Journal  of  Education 32(4), 903-926. [Google Scholar]
  37. Robertson, S. L. (2005). Re-imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems. Comparative Education, 41(2),  151-170. [Google Scholar]
  38. Schukar,  R.  (1993).  Controversy in  global  education:  lessons for teacher   educators. Theory Into Practice, 32(1),  52-57. [Google Scholar]
  39. Smith, David (2006). Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy in Curriculum as Cultural Practice: Postcolonial Imaginations ed. Yatta Kanu Toronto: University of Toronto Press,   251-259. [Google Scholar]
  40. Spindler, G.D. (1987). The transmission of culture. In G.D. Spindler (Ed.), Education and Cultural Process: Anthropological Approaches (2nd ed.) (pp. 303–334). Prospect Heights, IL: Waveland  Press. [Google Scholar]
  41. Sutton,  M. & Hutton,  D.  (2001).  Overview of  Global and International Education. In M. Sutton & D. Hutton (Eds.),  Concepts and Trends in Global Education    (pp. 1-6). Washington, DC: Office of  Educational  Research  and Improvement. [Google Scholar]
  42. Thompson,               Meryl.  (2009).  Professionalism and        professional      development. Professional Development in Education, 35(2),  169-174. [Google Scholar]
  43. Trotta Tuomi, M. (2004). Planning teachers’ professional development for global education. Intercultural Education 15(3),  295-306. [Google Scholar]
  44. Ukpokodu, O. N. (2003). The challenges of teaching a social studies methods course from a transformative and social reconstructionist framework. The Social Studies, 94 (2), 75-80. [Google Scholar]
  45. War Child Canada in cooperation with Environics Research Group (2006). The War Child Canada Youth Opinion Poll: Canadian youth speak out on  global  issues and Canada’s role in the World  . [Google Scholar]
  46. Warner, L. (1998). Challenging school practice through professional development in multicultural and global education. In L. Swartz, L. Warner, &  D.L.  Grossman (Eds.), Intersections: A professional development project in multicultural and global education, Asian and Asian American studies (pp. 33-56). Boston, MA: Children’s  Museum. [Google Scholar]
  47. Yamashita, H.  (2006). Global citizenship education and war: the  needs of  teachers  and learners. Educational Review, 58 (1),  27-39. [Google Scholar]
  48. Yin, R. K. (2006). Case Study Methods. In Green, J. L., Camilli, G., Elmore, P. B., Skukauskaite, A., & E. Grace (Eds.), Handbook of Complementary Methods   in Education Research (pp. 111-122). Mahwah, NJ: American Educational Research Association [Google Scholar]