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Preparing Preservice Teachers for a Complex and Diverse World Using Global-Mindedness and Social Justice

Mon, April 20, 4:05 to 5:35pm, Virtual Room


This study explored the perceptions of pre-service teachers relative to teaching for global mindedness and social justice. Additionally, instructional practices used in a social studies methods course to help learners develop knowledge and skills critical to global mindedness and social justice were examined. Applied instructional strategies encouraged the use of collaboration, critical thinking, creativity and communication (4Cs). Data showed that although learners were initially uncomfortable exploring global and social justice issues, eventually they gained essential multiple perspectives. As a result, they were willingness to teach for global and social justice. Thus, this study postulates that using pedagogical practices that promote the 4Cs is essential relative to preparing teaching preservice teachers for “complex and diverse settings”.