Preparing the next generation of global educators: an imperative in teacher education

Purpose In addition to imparting pedagogical content knowledge, teacher educators have the special responsibility to help future practitioners understand critical, contemporary social issues in our ever-globalized world. The purpose of this article is to describe one teacher education effort that heeds calls from learned societies and accreditation agencies to prepare preservice teachers for their inevitably global classrooms. Design/methodology/approach The authors – both instructors of a semester-long, required course in a social studies teacher education program – reflect on their practice, outline guiding principles and provide pedagogical examples that encourage preservice teachers to consider complex topics found within global education, while simultaneously helping them reflect on their own positionality. Findings Most preservice teachers embrace global perspectives in education if provided with opportunities to identify curricular relevance, acknowledge multiple viewpoints, practice continuous reflection, explore global awareness and citizenship, and understand the imperative of accepting responsibility to prepare global citizens. Practical implications This manuscript shares successful classroom strategies and learning exercises that have resulted in preservice teacher growth. Teacher educators can and should “globalize” course curricula, equipping social studies teachers with the knowledge, aptitude and skills necessary to teach the next generation of global citizens. Originality/value The teacher education course described herein offers a practical approach for preparing a cadre of educators ready to teach in our globalized world.