Exploring global citizenship education for preservice early childhood teachers in South Korea: critical reflections on transformative pedagogy through journal writing

Abstract This study aims to reveal how the “Global Citizenship Education (GCE) for Preservice Early Childhood Teachers” course offered at a teacher education program in South Korea fosters critical reflection in preservice early childhood teachers. Of the 21 preservice early childhood teachers who registered for this course, 11 agreed to participate in the research. The participants were asked to submit journals after each class, and the researchers analyzed the content of the participants' journals, focusing on the aspects of key concepts, inquiry, and change. Participants’ journal entries reevaluate the notion of child-centered education, critique institutional biases, and offer a clarifying perspective on the limitations of “equality” in achieving happiness for all. Participants also critically analyzed anthropocentric perspectives and behaviors, exploring how their thinking, being, feeling, and acting were shaped. By illuminating the possibility of providing opportunities to encourage GCE and critical reflection, albeit on a small scale, this study is expected to encourage teacher educators to implement GCE for preservice teachers.