Reconceptualizing English Teacher Education: A Mixed-Methods Case Study on Global Citizenship as Pedagogical Praxis

Abstract

Global Citizenship Education (GCE) has emerged as a key component in contemporary pedagogical practices, addressing the challenges posed by a globally interconnected world. This longitudinal case study examines the integration of GCE into English teacher education, utilizing the United Nations Sustainable Development Goals (SDGs) as a guiding framework. Through a mixed-methods approach involving 30 pre-service English teachers (PTs), the study reveals that GCE integration through the SDGs significantly enhanced the GC levels of PTs. The shift was evident in their microteaching plan and practices, sparking notable changes in their perceptions regarding the integration of GCE into English Language Teaching (ELT). By positioning GC as pedagogical praxis in the reconceptualization of English teacher education, this inquiry offers valuable insights for teachers, teacher educators, policymakers, and curriculum developers in designing and implementing teacher education programs.