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Open AccessArticle

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

1
Departament of Language, Literature and Social Science Education, Faculty of Education, University Autonomous of Barcelona, 08193 Bellaterra (Cerdanyola del Vallès), Spain
2
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
*
Author to whom correspondence should be addressed.
Soc. Sci. 2020, 9(5), 65; https://doi.org/10.3390/socsci9050065
Received: 2 April 2020 / Revised: 26 April 2020 / Accepted: 27 April 2020 / Published: 30 April 2020
This article outlines how the dimensions of global citizenship education (GCE) are reflected in future secondary school teachers’ analysis of news items. The question that guided the research was: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve? The study used a mixed methodology. Content analysis was used to analyse the information, specifically the use of codes through descriptive and inferential statistics. The findings show that the majority of future secondary school teachers tend to take a socially committed perspective, while they take a critical stance or mobilise for social justice action to a lesser extent. View Full-Text
Keywords: social studies; controversial issues; critical perspective; teacher education; globalization social studies; controversial issues; critical perspective; teacher education; globalization
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González-Valencia, G.; Ballbé, M.; Ortega-Sánchez, D. Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers. Soc. Sci. 2020, 9, 65.

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