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The purpose of this study aims to analyze the effect of the global citizenship education (GCED) lead teachers program promoted by the Ministry of Education and the UNESCO Asia Pacific Institute for International Understanding. For this purpose, a pre-and post survey was conducted for teachers who have participated in the GCED lead teacher program (142) and ordinary teachers who did not (48). In order to analyze the change in perception according to the GCED lead teacher program, an analysis of covariance (ANCOVA) was conducted with the results of the pre-test as a covariance, and the motivation to participate in the program was also examined. The results showed that the GCED lead teachers program had a significant effect on improving teachers’ ‘recognition of global citizenship education’, ‘the ability to practice global citizenship education’, and ‘willingness to participate in global citizenship education activities’. Based on these results, this research discussed implications for improving teacher competency in implementing the GCED.
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Park et al. (2021) studied this question.
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