Abstract:

Global citizenship, as an emerging concept of education in the 21st century, has triggered significant questions for people in the academe. Although citizenship education is often associated with teachers in the field of social science, it is undeniable that is also the obligation of other teachers irrespective of their field of specialization or expertise (Harshman et al, 2015). Mainly, this study examined and compared GCE (Global Citizenship Education) pedagogies in Southeast Asia and identified best practices that have served as bases in formulating a model of integrating GCE in teacher education. Specifically, it described the overall policy framework and standards of teacher education in Indonesia, Malaysia and Singapore; analyzed the different teacher education programs of selected Southeast Asian countries; and measured the extent of inclusion or use of GCE in the goals/objectives, contents, processes and outcomes of teacher education curricula. By looking at GCE pedagogies in selected member countries of the Association of Southeast Asian Nations (ASEAN), the researcher tried to surface the idea of regional context of citizenship education that might served as a linking bridge to connect the gap between the ‘local’ or ‘national’ and the ‘global’ realms of citizenship education. Descriptive-Comparative method of research, employing a multiple case study approach, was used in this study. Data were collected from country-reports and teacher education programs and curricula of selected teacher institutions in three countries, GCE audit/assessment, and interview (for validation purposes). Findings of the study revealed that while global citizenship or global citizenship education per se is not much mentioned and discussed in teacher education curriculum, global dimensions of citizenship education like globalization, global viewpoints and perspectives, national citizenship/citizenship education, multicultural awareness, diversity and unity, among others were present in the goals and objectives and contents of the curriculum. In terms of pedagogical practices, TEIs believed that the knowledge, skills and values and attitudes relevant to GCE can best be achieved using project-based method, collaborative and cooperative method and service learning.

Keywords:

Citizenship Education, Global Citizenship Education, Teacher Education, Teacher Preparation.