Abstract
In the international context, the globally oriented contents are often grouped under a title of Global Citizenship Education (GCE) (Davies 2008, in Goren, Yemini 2017). Many countries have already begun incorporating aspects of GCE into their curricula (Yemini 2017).
In the Czech context, the globally oriented content is under the concept of Global Development Education. GCE-related concepts have a strong critical, transformative and value-shaping aspect (UNESCO 2015) that influence teaching and learning methods and strategies.
These concepts are often associated with innovative approaches and methods (Yemini et al. 2019). Constructivist approach, inquiry-based teaching and project and service-based learning has proven to be effective for a deeper understanding of students and their involvement (Monroe et al. 2019).
The aim of the research study is to describe factors that determine quality and effective initial teacher education, which contributes to local and global involvement of pre-service teachers as global citizens and to strengthening of their competences to implement sensitive global issues into school curricula and teaching. Data were gathered within 9 selected Czech universities by multiple qualitative methods - content analysis of course syllabus, questionnaire survey among 181 university teachers (the survey response rate was 27%) and semi-structured interviews with 3 university teachers.
Most of the "university courses for pre-service teachers" analysed covered some GCE-related principles and themes related to globalization, respect for diversity, equal opportunities and sustainable development. In accordance with the theoretical framework, the respondents (of the questionnaire survey and in-depth interviews) confirmed that GCE-related teaching is aimed primarily at developing the pre-service teachers' attitudes and values, therefore they choose methods that stimulate them and activate their actions.
They also confirmed that the basis of the activating approach is essential deep knowledge, therefore they perceive the need for frontal lectures as well (Wood et al. 2018).