EXPLORING MIDDLE SCHOOL TEACHERS’ VISIONS AND INSTRUCTIONAL PRACTICES OF GLOBAL CITIZENSHIP EDUCATION COMPONENTS IN THEIR CLASSES

Date

2024-6-25

Author

KÜL ÇETİNKAYA, Zişan

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This quantitative research aimed to investigate the concept of Global Citizenship Education (GCE) from the perspectives of teachers. It attempted to figure out how frequently the components related to GCE are incorporated into the instructional practices of private middle school teachers at knowledge, skills, values, and attitudes levels, and to explore needs for the course content to integrate GCE. To address this purpose a cross-sectional survey research design was employed. I developed the Global Citizenship Education Integration Index (GCEII) which included 41 close-ended and 4 open-ended items taking Oxfam (2015) GCE school guide as a reference point to collect data. The instrument was administered to all teachers in the accessible population in an institutionalized private middle school, once only. 144 volunteer teachers working at middle schools affiliated with the institution responded to the instrument and 140 teachers meeting the participant requirements formed the sample of the study. Descriptive statistics and thematic analysis were employed to analyse the data. The overall findings showed that GCE components are integrated into lessons with different course credentials at all three levels in all lessons at differing degrees. Turkish teachers performed the highest and Math teachers obtained the lowest scores in all three levels. Overall, the least frequently addressed components clustered under the sustainable development and communication categories, whereas the most frequently addressed items were valuing diversity and commitment to social justice and equity. The findings suggested that even little exposure to GCE-related content could help teachers create classrooms to promote GCE and develop awareness of it.

Subject Keywords

Global citizenship education, curriculum, middle school, Türkiye, Küresel vatandaşlık eğitimi, ortaokul, öğretim programı

URI

https://hdl.handle.net/11511/110035

Collections

Graduate School of Social Sciences, Thesis