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Abstract
In a world characterized by interconnectedness and interdependence, it is essential that teachers are able to effectively teach with a global perspective. To that end, it is necessary for teacher education programs to understand how students view the world around them to be able to best prepare them to teach with this global teaching perspective. This study examines the global-mindedness of introductory-level teacher education candidates at a research university in the southeastern United States. The Global-mindedness Scale was used to survey 337 participants at the beginning of their first course related to education. Findings indicate that participants were moderately globally minded; however, participants took a neutral stance on more than one third of survey items suggesting a high-level of lack of awareness or indifference. Participants were particularly indifferent on items related to interconnectedness and globalcentrism. Additionally, we found participant responses varied according to some demographic characteristics such as planned teaching area, experience in and with individuals from other countries or cultures, and plans to study abroad.
Additional information
Notes on contributors
Julie M. McGaha
Julie M. McGaha is an assistant professor of secondary education at Illinois State University in Normal, IL. Her research includes global education and the intersection of national history and identity.
Sandra M. Linder
Sandra M. Linder is an assistant professor of early childhood education at Clemson University in Clemson, SC. Her research centers include early childhood mathematics and improving teacher quality through professional development.