The world has been globalized at an unprecedented speed in that everything from people to information moves across nations more quickly and intensely than ever before. In order to prepare the youth to effectively and responsibly live in such a global society, global education was born in the U.S. in the late 1960s and aimed at developing global perspectives. Global education was introduced in Japan in early 1970s and the needs of preparing preservice teachers to teach global perspectives comprehensively has been growing rapidly. However, the number of teacher education courses for this aim is very limited in Japan at the moment. Therefore, in order to address this issue, the purpose of this study was to design an evidence-based teacher education course (15 lessons / 90 min. per lesson) to prepare Japanese preservice elementary teachers to practice global education. Academic papers of the studies regarding practice of global education and teacher training courses for global education practitioners were collected and analyzed to identify the applicability of the research findings. As a result, the teacher education course for global education practitioners should 1) include two aims: developing preservice teachers’ global perspectives and providing them with various opportunities to learn how to develop global perspectives; 2) utilize a flipped learning approach; 3) be taught with a textbook and authentic materials; and 4) involve active and experiential learning including various types of learning activities.

Authors:
Masataka Kasai, Kansai Gaidai College, Japan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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