ABSTRACT

Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers must be equipped with the necessary competencies required to carry out this broader task appropriately. This article seeks to understand how experienced teachers and teacher educators look at GCE and related global teaching competencies. A global citizenship typology provides the article’s theoretical frame for the investigation. This study used the Delphi method to reach consensus on a definition of GCE and what a globally competent primary school teacher should do to support the learning of diverse learners and engage them in GCE. The results show an extensive profile with foundational, facilitation, and curriculum design competencies and a definition of GCE which corresponds most with a moral and cultural global citizenship description.

摘要

在最近的不同国家和国际背景下的文献中，人们呼吁在初等教育中开展全球公民教育（GCE）。小学教师必须具备必要的能力，才能适当地执行这项更广泛的任务。本文旨在了解经验丰富的教师和教师教育者如何看待GCE和相关的全球教学能力。全球公民类型为本文的调查提供了理论框架。这项研究使用Delphi方法就GCE的定义以及具有全球能力的小学教师应采取什么行动来支持多样化学习者的学习并使他们参与GCE达成共识。结果显示，在基础，便利，