Knowledge Levels and Perspectives of Pre-Service Teachers on Global Education: A Case Study of Geography Students at a University in Zimbabwe

The teaching of global education in schools has become critical due to developments at the global level. This study investigated global education in teacher education by exploring the knowledge levels and perspectives of pre-service teachers at a state university in Zimbabwe. It utilised functionalist and underdevelopment theoretical perspectives to explain the positive and negative effects of global education teacher education. Guided by an interpretive paradigm, a qualitative approach, and an exploratory sequential research design, data were collected from a convenient sample of sixty-five final-year Bachelor of Education pre-service teachers majoring in geography, using open-ended questionnaires and focus group discussions. The findings showed that while pre-service teachers were to some extent knowledgeable about global education, they felt that they were not prepared to teach it in schools. Participants viewed global education as more important in helping them prepare for the world of work than as a tool to challenge the status quo. It can be concluded that the knowledge levels and perspectives reported in this study were different from those found elsewhere. This study recommends more concerted effort toward adequately preparing pre-service teachers if global education is to be effectively taught in Zimbabwean schools.