Abstract
In today's increasingly interconnected world, notions of citizenship transcend nation-state boundaries (e.g., Gaudelli, 2016), hence the recent focus on global citizenship in citizenship education (e.g., Gaudelli, 2016; Estellés & Fischman, 2021). It can be said that the goals of global citizenship education are "lofty" and often do not reflect the obstacles of mainstream educational practice, perhaps for this reason many studies have confirmed that teachers lack the confidence and pedagogical skills to implement them (Estellés & Fischman, 2021).
They can be supported by a comprehensive framework that enables teachers to implement global themes in their teaching (Yemini et al., 2019). Such a framework was the global competence framework in the research project (Asia Society & OECD, 2018).
The aim of the research study is to provide insight into the reality of teaching in a selection of nine courses in degree programmes preparing future teachers (with a focus on primary school teachers programmes) at five universities in the Czech Republic, with an emphasis on the objectives, content, pedagogical approaches and methods, and assessment of future teachers. A set of qualitative methods was used to collect data - expert assessment of syllabi of selected courses (within IS, SIS or STAG - information systems of universities) and learning materials used in teaching (e.g., videos, texts, etc.) with support from Oxley & Morris (2013) typology, observation of teaching in each of the selected courses (11 observations in total) with support from a developed observation sheet (see the concept of global competence according to Asia Society & OECD, 2018; Tichnor-Wagner et al, 2016, 2019; Sokal & Parmigiani, 2022), individual interviews with university lecturers of the selected subjects or external lecturers of NGOs (5 interviews in total).
According to Estellés & Fischman (2021), the courses could also focus on the development of teachers as global citizens and thus promote their engagement in public affairs (Tichnor-Wagner, 2016), it can be said that in the selected courses the emphasis is rather on the development of their didactic competences in the field. It has been found that, in line with e.g., Yemini et al. (2019), the implementation of global themes in the teaching of selected subjects is associated with innovative methods; these innovative approaches are referred to by some authors as ""signature pedagogies"" (e.g., Boix Mansilla & Chua, 2017).