Preservice teachers perceptions of teaching for global mindedness and social justice: Using the 4Cs (Collaboration, Critical thinking, Creativity and Communication) in teacher education.

Abstract

 The present study examined preservice teachers (N=47) perceptions relative to teaching for global mindedness and social justice. A phenomenological approach was used to help the researcher gain a deeper understanding of the participants’ perceptions of the effectiveness of instructional practices used in a social studies methods course. Of particular interest was the effect of Collaboration, Critical thinking, Creativity and Communication (4Cs) as instructional practices. Qualitative data were collected from online discussions, in-class written reflections and feedback from open-ended questions.  Data showed that although learners were initially uncomfortable exploring global and social justice issues, they eventually gained essential multiple perspectives. The study illuminates the importance of using 4Cs while teaching knowledge and skills in global mindedness and social justice in pre-service teacher education.