Future teachers’ beliefs on global education and its implementation in the teaching of the mother tongue

• Autor(a) principal: Sá, Cristina Manuela
• Data de Publicação: 2018
• Outros Autores: Mesquita, Luciana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v10i5.11125

Adaptation to a globalized society is a major issue in 21st century education highlighted in EU education policies (European Commission, 2018). In Portugal, worth mentioning is the report Students Profile for the 21st century (Gomes et al., 2017), which focuses on the development of competences by socially responsible citizens for local/national/global contexts. To address these recommendations, teacher education programs should help future teachers to understand global education and its implications to their role as educators and to their classroom practice.These concerns led to an exploratory study that aimed to identify the beliefs of future primary school teachers and early childhood educators on global education and its implementation within the teaching of Portuguese as a mother tongue. Data were collected through a questionnaire applied at the beginning of the semester (initial beliefs) and an individual written essay presented at the end of the semester (final beliefs). The cross content analysis of initial and final beliefs revealed that the students became aware of the nature and importance of global education and of strategies to promote it. Nevertheless, findings also suggest that the students needed to reflect more on these issues through engaged participation in other projects and critical discussion.