The concept of citizenship, traditionally linked to the nation-state, has evolved to transcend state borders due to global challenges like the COVID-19 pandemic, wars, terrorism, migration, and economic and environmental crises (Gaudelli, 2016; Tarozzi Goren & Yemini, 2017). Developing teachers’ global competences has become essential, with high-quality undergraduate preparation being key. However, student teachers often feel underprepared in this area (Kopish, 2016). Yemini, Tibbitts and Goren (2019) highlight the under-researched nature of undergraduate teacher preparation in global citizenship education, which this study aims to address. Data were collected through observations of six courses focused on global education and interviews with teacher educators (academics and NGO lecturers) in the Teacher Training for Primary Education programme at five Czech universities. A qualitative analysis, guided by Bingham’s (2023) five-phase model, involved deductive and then inductive coding. The study found that teacher educators implement the global dimension in their courses through innovative pedagogies, including model lessons combining experiential learning with didactic analysis, inquiry-based methods, and immersive experiences to help future teachers understand different perspectives and develop intercultural communication skills. Non-governmental organisations play a key role in global development education, providing methodological materials and direct teaching in courses, essential for introducing innovative approaches and supporting teacher education.
Blanka Zemanová (Mon,) studied this question.