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ERIC Number: ED523032
Record Type: Non-Journal
Publication Date: 2010
Pages: 253
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-1433-1
ISSN: N/A
How Well Are Secondary Social Studies Teachers Prepared to Teach Global Education? Pre-Service Teacher and Faculty's Perspectives of the Implementation of Global Education in Teacher Education Programs in Taiwan
Yang, Hsiao-Ching
ProQuest LLC, Ph.D. Dissertation, The Ohio State University
This mixed method study investigated "How well are secondary social studies teachers prepared to teach global education? Pre-service teacher and faculty's perspectives of the implementation of global education in teacher education programs in Taiwan." Survey questionnaire and document analysis were employed in this study. A total of 275 survey questionnaires were collected from pre-service teacher participants and 11 survey questionnaires were collected from the faculty participants. Survey data were analyzed using SPSS software. Qualitative findings were organized around emerging themes throughout the study. The pre-service teacher participants reported that the effectiveness of teacher education programs in preparing them to teach global education is closer to but less than "Average." The faculty participants reported the effectiveness of the teacher education programs they taught in to be "Average" and better. However, around half of the pre-service teachers had no experience taking courses related to global education such as those that: 1) discuss global issues, conditions, or development, 2) introduce different countries, cultures or people, 3) teach global connections, the impact of globalization on local communities, or the interconnectedness between the local and the globe, and 4) deal with the power conflict or discrimination of different countries, people, and cultures. Pre-service teacher participants identified "Adding related courses" to be the most needed factor in the training of social studies teachers to teach global education in teacher education programs in Taiwan. This result was very similar to the finding reported by the faculty participants. Furthermore, seven themes emerged from the list of 115 factors reported by the pre-service teacher participants regarding the open-ended survey questions that asked them regarding the factors that support the implementation of global education in the existing teacher education programs. These seven categories included: 1) the impact of globalization, 2) curriculum, 3) teachers' expertise and preparation, 4) the improvement of technology, 5) government policies, 6) international/global perspectives, and 7) course contents and teaching materials. From the faculty participant responses regarding the same question, two major themes emerged: MOE policies and curriculum. Around 61% of pre-service teacher participants reported that the overall existing courses offered by teacher education programs constrained the implementation of global education. Also, eight themes emerged from a total of 246 constraining factors from the pre-service teacher participant responses regarding this inquiry, and are listed as follows: 1) curriculum, 2) teachers' expertise and preparation, 3) government policies, 4) time constraints, 5) examination/test system, 6) teaching materials, 7) language training/constraints, and 8) insufficient resources. The results regarding the formal preparation in content areas related to global education in teacher education programs in Taiwan were reported. Furthermore, the differences between the findings of the study and the literature regarding preparing teachers to teach global education were identified. The above findings have several implications for teacher education preparation and research, as well as political/policies implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan