Professional development perspectives on Global Citizenship Education in Ghana

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dc.contributor.authorParejo, J-L.
dc.contributor.authorLomotey, B.A.
dc.contributor.authorReynés-Ramon, M.
dc.contributor.authorCortón-Heras, M-O.
dc.date.accessioned2023-09-12T11:34:05Z
dc.date.available2023-09-12T11:34:05Z
dc.date.issued2023
dc.descriptionResearch Articleen_US
dc.description.abstractBackground: Increasingly incorporated into curricula worldwide, Global Citizenship Education (GCE) is a complex and evolving area of education. As the significance of GCE in the classroom grows, so does the need for insight into professional development for GCE educators. Given that many approaches to GCE have typically stemmed from ‘global North’ contexts, it is particularly important to research this area from ‘global South’ perspectives. This paper contributes by reporting on a study conducted in an initial teacher education setting in Ghana. Purpose: The study aimed to investigate prospective teachers’ viewpoints on GCE. It sought to explore aspects including how pre service teachers understood the orientation, meaning and rele vance of GCE teaching and their views on the debates surrounding GCE’s underlying approaches and values. Methods: Participants were 16 pre-service teachers who had taken GCE courses during their degree programmes at a university in Ghana. Data were collected through three focus group discussions and analysed qualitatively. Findings: In-depth analysis of the rich data suggested that partici pants had generally positive perceptions about GCE, whilst obser ving challenges and tension in the relationships between local, national and global issues. Whereas some were of the opinion that GCE had a neocolonial orientation, focusing on Western ele ments over other cultures, others expressed the view that GCE content could be reoriented to address local issues as well. Although participants felt that greater practical experience could strengthen their learning, they believed they had obtained ade quate skills in terms of content and theory for the teaching of GCE. Conclusion: The study draws attention to the need for educators to be supported from an early stage and throughout their career journeys with professional development in GCE that invites explora tion, critical thinking and challenge.en_US
dc.identifier.citationTo cite this article: José-Luis Parejo, Benedicta A. Lomotey, Miquel Reynés-Ramon & Maria-O Cortón-Heras (2022) Professional development perspectives on Global Citizenship Education in Ghana, Educational Research, 64:4, 407-423, DOI: 10.1080/00131881.2022.2135120en_US
dc.identifier.otherDOI: 10.1080/00131881.2022.2135120
dc.identifier.urihttp://ugspace.ug.edu.gh:8080/handle/123456789/39958
dc.language.isoenen_US
dc.publisherEducational Researchen_US
dc.subjectCitizenship educationen_US
dc.subjectGlobal Citizenship Education (GCE)en_US
dc.subjectteacher educationen_US
dc.titleProfessional development perspectives on Global Citizenship Education in Ghanaen_US
dc.typeArticleen_US

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