Your Name and Title: Mrs.Zhanar Ordabayeva
School or Organization Name: Nazarbayev Intellectual School
Co-Presenter Name(s): N/A
Area of the World from Which You Will Present: Kokshetau city, Kazakhstan
Language in Which You Will Present: English
Target Audience(s): students, teachers, school administration, policy makers
Short Session Description (one line): This session will provide a discussion about the understandings of global citizenship education among teachers at one of public schools in Kazakhstan and views of global citizenship education, and their understandings of how it is being integrated within different academic subject areas in the curriculum.
Full Session Description (as long as you would like): This session will be discussing the attitudes and perceptions of teachers towards global сitizenship education. It is crucial to involve the views of teachers, because their opinion is vital in this issue and can help to change the situation and support global citizenship in schools. It is important to interpret properly the various definitions of global awareness. Examining the curriculum and the process of its implementation will help school staff develop a deeper understanding of how to make their students globally aware. Currently, many Kazakhstani teachers are not paying much attention to global citizenship education, as they consider developing students’ national identity as a more important part of students’ education. National identity is one's identity or sense of belonging to one state or to one's nation. It is the sense of a nation as a cohesive whole, as represented by distinctive traditions, culture, language and politics. National identity may refer to the subjective feeling one shares with a group of people about a nation, regardless of one's legal citizenship status. That is why this problem should be addressed and discussed among teachers to find out the ways of how to teach global citizenship education within national context. The main objectives of global citizenship education (GCE) is to build a sense of belonging with a global community and a common humanity, and nurture a feeling of global solidarity, identity and responsibility that generates actions that are not only based on, but also respect universal values. While the values associated with global citizenship education are not new, GCE as a lens of conducting educational practice and as an area of learning and teaching is still an emerging phenomenon with growing worldwide interest. How teachers can be change agents in the classrooms and the wider school community and how teacher-training programs can be designed and adjusted to support the goals of GCE have become fundamental questions for global education communities. Research indicates that although teachers recognize the importance of global citizenship as a theme in the school curriculum and interest among them in integrating global citizenship into their practice is high, many teachers lack the confidence and pedagogic skills to educate for global citizenship (Desveaux&Guo, 2011; Kelly, 2004; McLean, Cook, & Crowe, 2006; Reimer & McLean, 2009; Richardson & Blades, 2006; Schweisfurth, 2006; Sears & Hughes, 2006).
Websites / URLs Associated with Your Session: kt.nis.edu.kz
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