This research compares and examines the conceptions of global citizenship in the global citizenship related courses offered for the 15 Bachelor of Education (Honours) programmes at the Education University of Hong Kong. The research investigates the relationship between (a) the varied understandings, discourses and conceptions of global citizenship and (b) the disciplinary and pedagogical trainings of pre-service teachers, with particular focus on the formation of their professional identity and vision in teaching practice. While diversity of views and conceptions of global citizenship is cherished, it is meanwhile important to develop a cohesive framework that democratically captures the varied understandings, discourses and conceptions of global citizenship. In the current practices of global citizenship education, the main challenge lies in the misalignment between the goals, curricula, pedagogies and assessment tools (Deardorff, 2006, 2009). Seeking the alignments of conceptions of global citizenship, this research contributes to the teaching and learning of the University by enhancement of students' learning outcomes and core competencies, through the means of internationalisation in cross-faculty curriculum and the fostering of a culture of student engagement and reflections. All things considered, the impact of the research lies in the university-wide framework working towards a clarified and cohesive vision for global citizenship.
|Publication status||Published - 2019|
Tang, H. H. H. (2019). Teaching development grants final and financial report: Conceptions of global citizenship and teacher education. Hong Kong: The Education University of Hong Kong.
- Global citizenship
- Global perspectives
- Pre-service teachers
- Teacher professionalism
- Professional identity of beginning teachers
- Teaching Development Grant (TDG) Report
- TDG project code: T0202
- Period: TDG 2017-2018
- Teaching Development Grant (TDG)