Abstract
The way in which the principles and themes of global development education (GDE) are implemented in nine courses of study programme preparing pre-service teachers (with a focus on primary school student teachers) at five universities in the Czech Republic (Charles University, Masaryk University, University of South Bohemia in České Budějovice, University of West Bohemia in Pilsen and University of Hradec Králové) was investigated using a set of qualitative methods. Through expert review of course syllabi and course materials with support from Oxley & Morris' (2013) typology, classroom observation with support from the concept of global competence, and interviews with university teachers, data was collected to identify how global topics are taught, with a focus on objectives, content, pedagogical approaches and methods, and assessment of pre-service teachers.