The status of global education in Tennessee teacher training institutions
Abstract
Due to the growing concern that American schools are not preparing young people to participate in a world of diversity and interdependence, global education has become the focus of many educators. This study was conducted to determine the status of global education in Tennessee teacher training institutions. Thus, thirty-nine surveys were sent to the directors of education at Tennessee teacher training colleges and universities. The survey focused on curricular changes, faculty and staff motivation and participation, challenging preservice teacher worldview, and activities involved in the implementation of global education. The survey contained a demographic section and eighteen “yes” or “no” items. The survey return rate was 67%. A one-way chi square was calculated for each survey item. The percentage of “yes/no” responses was also reported for each item. A two-way chi square was used to determine if accreditation from the National Council Accreditation of Teacher Education (NCATE) influenced the tendency of the schools to offer global education courses. Other demographic data was reported in percentages. The results show that Tennessee teacher training institutions are inviting guest speakers, organizing forums, and involving the community in the implementation of global education. In addition, the schools are challenging preservice teacher worldview and teaching from multiple perspectives. However, the results indicate that the training schools are neither adding courses to the curriculum nor reshaping existing courses to implement global education. The results also indicate that NCATE accreditation has not influenced the tendency of teacher training schools to offer global education courses and that global education has received a great deal of faculty support.
Subject Area
Curricula|Teaching|Teacher education|Bilingual education|Multicultural education
Recommended Citation
Schunn Patrice Price,
"The status of global education in Tennessee teacher training institutions"
(2000).
ETD Collection for Tennessee State University.
Paper AAI3007587.
https://digitalscholarship.tnstate.edu/dissertations/AAI3007587