Exploring Global Education in Early Childhood: Preschool Teachers' Perspective
Abstract views: 212 / PDF downloads: 218
DOI:
https://doi.org/10.14689/enad.39.1925Keywords:
Global education, global citizenship, preschool education, MaxqdaAbstract
The need for education to emphasize global perspectives is evident as globalisation increasingly permeates our daily lives, cultural interactions and ethnic diversity gain prominence. This study aims to explore the role of global education in the preschool years. Specifically, the present study examines the perspectives of preschool educators. Using a basic qualitative research design, this study involved 36 preschool teachers from different cities in Turkey. Convenience sampling was used to form the participant cohort. Data collection consisted of a personal information survey and a carefully designed semi-structured interviewing protocol developed by the researchers. Content analysis using MAXQDA software was used to analyse the data. The results of the analysis revealed that the educators had a foundational knowledge of the nature, content, pedagogical approaches and potential outcomes of global education in the context of early childhood education. At the same time, educators articulated potential challenges in implementing global education. They also identified potential needs for additional training and material support.
References
Açıkalın, M. (2013). Preservice social studies teachers’ understanding of global education. Mediterranean Journal of Educational Research, 14, 557-562.
Adams, J. M., & Carfagna, A. (2006). Coming of age in a globalized world: The next generation. Bloomfield, CT: Kumarian Press.
Akhan, N. E., & Kaymak, B. (2021). Sosyal bilgiler öğretmenlerinin küreselleşme, küresel eğitim ve küresel vatandaş kavramlarına yönelik görüşleri. Milli Eğitim Dergisi, 50(229), 129-155.
Cabezudo, A., Christidis, C., Carvalho de Silva, M., Demetriadou-Saltet, V., Halbartschlager, F., & Mihai, G. P. (2012). Global education guidelines: A handbook for educators to understand and implement global education. Lisbon: The North- South Centre of the Council of Europe.
Bell, D., Jean-Sigur, R. E., & Kim, Y. A. (2015). Going global in early childhood education. Childhood Education, 91(2), 90-100.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. Education for the Intercultural Experience, 2, 21-71.
Burnouf, L. (2004). Global awareness and perspectives in global education. Canadian Social Studies, 38(3), 1-12.
Carlsson-Paige, N., & Lantieri, L. (2005). A changing vision of education. In N. Noddings (Ed.), Educating citizens for global awareness (pp. 107–121). New York: Teachers College Press.
Ceylan, Ş. (2014). Okul öncesi öğretmenlerinin dünya vatandaşlığı eğitimi ile ilgili görüşleri. Journal of Theoretical Educational Science/Kuramsal Eğitimbilim Dergisi, 7(1). 78-93,
Collins, M. (2008). Global citizenship for young children. United States: Sage Publications.
Çolak, K., Kabapınar, Y., & Öztürk, C. (2019). Sosyal bilgiler derslerini veren öğretmenlerin küresel vatandaşlığa ve küresel vatandaşlık eğitimine bakışları. Eğitim ve Bilim, 44(197), 335-352.
Doğan, İ. (2011). Eğitim Sosyolojisi. Ankara: Nobel Akademik Yayıncılık.
Dyer, J. (2005). Preparing students for a world which is global in its outlook and influences: the rhetoric, reality and response. Social Educator, 23(1), 45-52.
Ersoy, A. F. (2013). Global citizenship education in social studies: Experiences of Turkish teachers and students in international conflict and war. Eğitimde Nitel Araştırmalar Dergisi-Journal of Qualitative Research in Education, 1(1), 7-30.
Guo, L. (2014). Preparing teachers to educate for 21st century global citizenship: Envisioning and enacting. Journal of Global Citizenship & Equity Education, 4(1). 1-23.
Günel, E. (2016). Infusing global perspectives in social studies education in Turkey: Pre-service social studies teachers. Turkish Online Journal of Qualitative Inquiry, 7(4), 440-461.
Güzelyurt, T., Kabul, S., Tokay, N., Kösen, N., & Şık, A. (2020). Okul öncesi öğretmenlerinin dünya vatandaşlığı eğitimine ilişkin görüşleri. Journal of Social Sciences and Education, 3(1), 335-343.
Hanvey, R. (1976). An attainable perspective. New York, NY: Center for Global Perspectives.
Inka, L., & Niina, S. (2013). Global education from a teachers' perspective. degree programme in social services. [Unpublished Bachelor’s thesis]. Laurea University.
Jeong, B. (2017). Teachers' perception on global citizenship education in ASEAN countries (Unpublished Master’s Thesis). Seoul National University.
Kaya, B., & Kaya, A. (2012). Teknoloji çağında öğretmen adaylarının küresel vatandaşlık algıları. Sakarya University Journal of Education, 2(3), 81-95.
Kaymakci, S. (2012). Global education in the Turkish social studies teacher training programme. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 14(4), 817-854.
Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation,1986(30), 73-84.
MAXQDA, (2022). Retrieved from https://www.maxqda.com/tr
Mitchem, M. C., Shatara, H., Kim, Y., & Gaudelli, W. (2020). Global education in neoliberal times: A comparative case study of two schools in New York. Journal of International Social Studies, 10(1), 92-112.
Merriam, S. B. (2018). Nitel araştırma-desen ve uygulama için bir rehber. Selahattin Turan (Çev.) Nobel Yayınevi: Ankara
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(4), 429-443.
Merryfield, M. M., & Kasai, M. (2004). How are teachers responding to globalization. Social Education, 68(5), 354-359.
Özdemir, S. M. (2011). Toplumsal değişme ve küreselleşme bağlamında eğitim ve eğitim programları: Kavramsal bir çözümleme. Journal of Kirsehir Education Faculty, 12(1). 85-110.
Özkan, T. (2006). İlköğretim öğretmenlerinin küresel eğitime yönelik görüşlerinin değerlendirilmesi. (Yayımlanmamış Yüksek Lisans Tezi). Çukurova University.
Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261-283.
Pérez, F. F., Sánchez, M., & Fernández, A. G. (2020). La construcción de la ciudadanía en la formación inicial del profesorado de Educación Infantil. (The construction of citizenship in initial teacher training of Early Childhood Education). Didáctica de las Ciencias Experimentales y Sociales, (39), 47-64. https://doi.org/10.7203/dces.39.17121
Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yılmaz, K. ve Altınkurt, Y. (2011). Öğretmen adaylarının Türk eğitim sisteminin sorunlarına ilişkin görüşleri. Uluslararası İnsan Bilimleri Dergisi, 8(1), 942–973.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Qualitative Research in Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.