|Editor||Europe of Many Cultures, Alastair Ross Ed.|
In 1998 over 1000 school children, aged 11-16, were questioned about their knowledge of global issues. Whilst most felt they knew something, the majority felt that they needed to be taught more at school and that such an understanding was important to their future (MORI 1998). If this is the case, then how well are we preparing our new teachers to meet this need? Do trainee teachers feel secure in their knowledge of global issues? How confident do they feel to include global perspectives in their teaching? In 2003, four universities from the south west of England undertook a collaborative study to investigate these issues. Key questions were: how knowledgeable are trainees of global issues? where does their knowledge and understanding come from? how prepared (and motivated) do they feel to educate for global citizenship?