{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/42345"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/42345","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Incorporating global perspectives into a social studies methods class: a case study","abstract":"This dissertation is a case study examining the ways global perspectives are incorporated in a preservice teacher education program consisting of a social studies methods course and a practicum class. The goal is to reveal external and internal tensions student teachers and teacher educators experience when they try to implement global perspectives in their class and then to ultimately contribute to finding new kinds of teacher capacity in order to prepare preservice teachers as globally-well-prepared teachers. This study is based on three research questions: First, what images or narratives about the globalized world do preservice teachers and teacher educators bring into a preservice social studies methods class? Second, what kinds of global perspectives and tensions about global perspectives do preservice teachers and teacher educators experience in the social studies methods class? And, third, in what ways, do preservice teachers represent their interpretations about the globalized world in their students’ teaching practices? The first finding shows that student teachers have seen the world through limited and narrow perspectives on the globalized world based on their U.S.-centered schooling and personal experiences. The second and third findings reveal that behind the difficulties student teachers and teacher educators feel for incorporating global perspectives are many tensions (1) between existing topics as ‘explicit content’ and global topics as ‘inexplicit perspectives and examples’ in set curriculum, (2) between ‘manageable knowledge’ and ‘expanded knowledge,’ and (3) between the social studies methods class and student teaching in a school. These tensions reveal the conflict between the neoliberal standpoint and the radical standpoint, and between a traditional paradigm and a transformative paradigm.","abstract_html":"This dissertation is a case study examining the ways global perspectives are incorporated in a preservice teacher education program consisting of a social studies methods course and a practicum class. The goal is to reveal external and internal tensions student teachers and teacher educators experience when they try to implement global perspectives in their class and then to ultimately contribute to finding new kinds of teacher capacity in order to prepare preservice teachers as globally-well-prepared teachers. This study is based on three research questions: First, what images or narratives about the globalized world do preservice teachers and teacher educators bring into a preservice social studies methods class? Second, what kinds of global perspectives and tensions about global perspectives do preservice teachers and teacher educators experience in the social studies methods class? And, third, in what ways, do preservice teachers represent their interpretations about the globalized world in their students’ teaching practices? The first finding shows that student teachers have seen the world through limited and narrow perspectives on the globalized world based on their U.S.-centered schooling and personal experiences. The second and third findings reveal that behind the difficulties student teachers and teacher educators feel for incorporating global perspectives are many tensions (1) between existing topics as ‘explicit content’ and global topics as ‘inexplicit perspectives and examples’ in set curriculum, (2) between ‘manageable knowledge’ and ‘expanded knowledge,’ and (3) between the social studies methods class and student teaching in a school. These tensions reveal the conflict between the neoliberal standpoint and the radical standpoint, and between a traditional paradigm and a transformative paradigm.","abstract_has_math":false,"creators":["Kim, Jeesuk"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Secondary & Continuing Education","degree_department":null,"school":null,"contributors":["Noffke, Susan E.","Parsons, Marilyn A.","Rizvi, Fazal","Burbules, Nicholas C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-02-03T19:35:57Z","date_published":"2013-02-03T19:35:57Z","updated_at":"2026-07-22T22:25:33Z","subjects":["Preservice teacher education","teacher capacity","globally-well-prepared teacher","case study"],"languages":["en"],"rights":["Copyright 2012 Jeesuk Kim"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/42345","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Noffke, Susan E.","Parsons, Marilyn A.","Rizvi, Fazal","Burbules, Nicholas C."]},{"key":"dc:creator","label":"Author","values":["Kim, Jeesuk"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-02-03T19:35:57Z","2012-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary & Continuing Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Preservice teacher education","teacher capacity","globally-well-prepared teacher","case study"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Jeesuk Kim"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/42345"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation is a case study examining the ways global perspectives are incorporated in a preservice teacher education program consisting of a social studies methods course and a practicum class. 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The first finding shows that student teachers have seen the world through limited and narrow perspectives on the globalized world based on their U.S.-centered schooling and personal experiences. The second and third findings reveal that behind the difficulties student teachers and teacher educators feel for incorporating global perspectives are many tensions (1) between existing topics as ‘explicit content’ and global topics as ‘inexplicit perspectives and examples’ in set curriculum, (2) between ‘manageable knowledge’ and ‘expanded knowledge,’ and (3) between the social studies methods class and student teaching in a school. 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The first finding shows that student teachers have seen the world through limited and narrow perspectives on the globalized world based on their U.S.-centered schooling and personal experiences. The second and third findings reveal that behind the difficulties student teachers and teacher educators feel for incorporating global perspectives are many tensions (1) between existing topics as ‘explicit content’ and global topics as ‘inexplicit perspectives and examples’ in set curriculum, (2) between ‘manageable knowledge’ and ‘expanded knowledge,’ and (3) between the social studies methods class and student teaching in a school. 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