Student Research Exchange
Through TESTEd research exchanges, teacher students are given the transformative opportunity to conduct research comparing educational systems and teaching practices abroad. With a scholarship, these students embark on a research exchange at one of our five partner universities to delve deep into their chosen fields of study.
We would like to present the work of the students to give some insights in the research.
Student Research Paper
Authors: Gizem Aleyna Dogan, Antonio Luis Cano Cano, Janina Balzer, Md Abu Nayeem, Jeisson Alexander Higuera Reina
Edited: Universidad de Sevilla (Javier Martos, Carmela Simmarano, Rosa Maria Coronel Ortiz, Bettina Kaminski, et al.)
Institutions: Universidad de Sevilla
Upload: 17.12.2024
You can download the first volume of the Student Research Paper here.
The TESTEd project offers a research exchange programme for student teachers to visit one of the five partner universities, enabling students to study the education systems of the host countries, engage in comparative educational research and explore one of the following cross-cutting issues further:
- Education for Sustainable Development (ESD)
- Democratic Education and Active Citizenship
- Gender Diversity and Equality
- Multilingual and Cultural Diversity
- Digitalization of the Learning Space.
Jeisson Alexander Higuera and Antonio Luis Cano Cano, from the Universidad de Sevilla (Spain), Gizem Aleyna Dogan and Janina Balzer, from Ruhr University Bochum (Germany), and Abu Nayeem, from the University of Oulu (Finland) participated in the student research exchange programme. Their papers are included in this volume of student papers.
Student Research Paper
Exploring Student Teachers’ Perceptions of Global Citizenship and its Influence on Future Teaching Practices
This paper investigates the perceptions of Global Citizenship Education among student teachers in Finland and Germany as part of the TESTEd teacher education project’s research exchange. The research objectives include examining the extent to which student teachers perceive themselves as global citizens, identifying important GCE competencies and their integration into the future teaching practices and comparing initial teacher education programmes at the University of Oulu (Finland) and the Ruhr-University Bochum (Germany). Participants from both countries responded to a voluntary questionnaire with three sections focusing on perceptions of global citizenship, willingness to incorporate GCE into future teaching practices, and specific competencies deemed important for future practices. The survey findings highlight significant differences between students from Germany and Finland, particularly in their awareness of GCE and perceived preparedness to teach it. Both groups assign least priority to active citizenship compared to critical understanding and values. Especially in the field of values, the differences between groups are minimal, underscoring potential implications for GCE education in terms of the acquisition of dimensions, with values being the first level of acquisition and active citizenship being the last.
Full paper: Download
