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I an INVESTIGATION of PRE-SERVICE SOCIAL STUDIES AN INVESTIGATION OF PRE-SERVICE SOCIAL STUDIES TEACHERS’ BELIEFS ABOUT GLOBAL EDUCATION: EVIDENCE FROM PERSONAL NARRATIVES OF LEARNING AND TEACHING by Jessica Haselkorn B.A. Political Science, University of California Los Angeles, 2003 M.A. Secondary Education, Loyola Marymount University, 2005 Submitted to the Graduate Faculty of University of Pittsburgh in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2014 i UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Jessica L. Haselkorn It was defended on June 18, 2014 and approved by Dr. Meryl Lazar, Clinical Professor, Department of Instruction and Learning Dr. Linda Kucan, Associate Professor, Department of Instruction and Learning Dr. Amanda Godley, Associate Professor, Department of Instruction and Learning Dr. Timothy Oldakowski, Assistant Professor, English, Slippery Rock University Dissertation Advisor: Dr. Richard Donato, Associate Professor, Department of Instruction and Learning ii Copyright © by Jessica Haselkorn 2014 iii AN INVESTIGATION OF PRE-SERVICE SOCIAL STUDIES TEACHERS’ BELIEFS ABOUT GLOBAL EDUCATION: EVIDENCE FROM PERSONAL NARRATIVES OF LEARNING AND TEACHING Jessica Haselkorn, PhD University of Pittsburgh, 2014 This dissertation study explored the beliefs of three pre-service teachers about teaching global issues as well as the factors that influenced those beliefs and ultimately what and how they decided to teach. The literature reviewed implies that the goal of global education should be that students learn to view themselves as global citizens, meaning that they should understand their role and take responsibility and action with regards to the global issues they learn about. Data sources used to explore the teachers’ beliefs included a series of three semi-structured interviews, instructional planning artifacts, and participant reflection journals. The conceptual framework proposed that beliefs guide instruction, which proved to be evident in the instructional planning artifacts in each of the cases studied. The findings demonstrated that the participants’ beliefs were heavily influenced by prior experiences, their mentor, and the teacher education program. These influences resulted in the participants taking on different stances about the role of global education. The pre-service teachers in this study do not exhibit beliefs aligned with an active citizenship stance towards global education and, instead, the participants are oriented towards global awareness and global perspective-taking. The findings suggest a need for the development and use of a framework for teaching global issues that is aligned to an active citizenship approach towards global education. iv TABLE OF CONTENTS LIST OF TABLES ...................................................................................................................... IX LIST OF FIGURES ..................................................................................................................... X PREFACE .................................................................................................................................... XI 1.0 INTRODUCTION................................................................................................................ 1 1.1 STATEMENT OF THE PROBLEM ................................................................. 3 1.2 DEFINITION OF GLOBAL ISSUES ................................................................ 4 1.3 RESEARCH QUESTIONS ................................................................................. 5 1.4 SIGNIFICANCE OF THE STUDY ................................................................... 5 1.3 OUTLINE OF THE DISSERTATION .............................................................. 5 2.0 REVIEW OF THE LITERATURE ................................................................................... 7 2.1 GLOBAL EDUCATION ..................................................................................... 7 2.1.1 History of Global Education ........................................................................ 7 2.1.2 Defining Global Education ........................................................................... 8 2.1.3 Global Education and Teacher Education ............................................... 12 2.2 TEACHER BELIEFS ........................................................................................ 13 2.2.1 Defining Beliefs............................................................................................ 13 2.2.2 Influencing Factors ..................................................................................... 15 2.3 RESEARCH ON TEACHER BELIEFS ......................................................... 17 2.3.1 Pre-service Teacher Beliefs ........................................................................ 17 2.3.2 Research on Social Studies Teacher Beliefs.............................................. 19 2.3.3 Research on Teacher Beliefs and Global Education ................................ 22 2.3.4 Studies of Post 9/11 teacher beliefs ............................................................ 24 v 3.0 METHODOLOGY ............................................................................................................ 27 3.1 QUALITATIVE METHODS ........................................................................... 27 3.2 SETTING AND PARTICIPANTS ................................................................... 29 3.2.1 Lisa ............................................................................................................... 30 3.2.2 Mark ............................................................................................................. 31 3.2.3 Megan ........................................................................................................... 31 3.3 DATA COLLECTION ...................................................................................... 32 3.3.1 Interviews..................................................................................................... 33 3.3.2 Instructional Artifacts ................................................................................ 35 3.3.3 Participant Reflection Journals ................................................................. 36 3.4 DATA ANALYSIS ............................................................................................. 37 3.4.1 The Coding Process..................................................................................... 37 3.5 VALIDITY AND RELIABILITY .................................................................... 45 3.6 SUMMARY ........................................................................................................ 46 4.0 FINDINGS .......................................................................................................................... 47 4.1 CODES AND THEMES .................................................................................... 48 4.2 CONECPTUALIZING GLOBAL EDUCATION: WHAT DO PRE- SERVICE TEACHERS BELIEVE ABOUT TEACHING GLOBAL ISSUES? .......... 49 4.2.1 Analysis of Lisa’s beliefs about global education ..................................... 50 4.2.2 Mark ............................................................................................................. 57 4.2.3 Megan ........................................................................................................... 62 4.2.4 Summary ...................................................................................................... 65 vi 4.3 WHAT MOTIVATES THE TEACHERS TO TEACH ABOUT GLOBAL ISSUES? 67 4.3.1 An analysis of the influences on Lisa’s teaching about global issues ..... 67 4.3.2 An analysis of the influences on Mark’s teaching about global issues ... 70 4.3.3 An analysis of the influences on Megan’s teaching about global issues . 73 4.4 WHAT ISSUES ARE THE TEACHERS SELECTING TO TEACH AND HOW AND WHY ARE THEY SELECTING THEM? .................................................. 77 4.4.1 An analysis of Lisa’s selection of issues and instructional planning ...... 77 4.4.2 An analysis of Mark’s selection of issues and instructional planning .... 82 4.4.3 An analysis of Megan’s selection of issues and instructional planning .. 85 5.0 SIGNIFICANCE AND CONCLUSION .......................................................................... 93 5.1 CROSS-CASE COMPARISIONS ................................................................... 94 5.1.1 Theme: Defining Global Education ........................................................... 94 5.1.2 Belief Changes ............................................................................................. 95 5.1.3 Mediating Influences .................................................................................. 96 5.1.4 Selection of global issues ........................................................................... 101 5.2 IMPLICATIONS FOR TEACHER EDUCATION ..................................... 105 5.2.1 Belief Development ................................................................................... 105 5.2.2 Powerful Mentorship ................................................................................ 106 5.2.3 Teacher Education Coursework .............................................................. 107 5.3 IMPLICATIONS FOR SCHOOLS ............................................................... 108 5.3.1 External Partnerships ..............................................................................
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