Abstract
The purpose of the present research is to define global citizenship levels of pre-service physical education teachers and investigate whether their global citizenship levels vary by various variables. A total of 485 pre-service teachers, studying at 3rd and 4th grades of undergraduate programs of physical education teaching at thirteen different universities participated in the present research. The research is a descriptive study in survey model. In order to collect data, Global Citizenship Attitude Scale, developed by Ažahin and Cermik was utilized. Obtained data were analysed through descriptive statistics (Mean, standard deviation), t-test, ANOVA test, and finally Tukey test for multiple comparisons. According to the findings obtained in the present research, global citizenship of pre-service physical education teachers is medium level and can be developed; additionally global citizenship level does not vary by gender and YGS (The Transition to Higher Education Examination) scores; while increase in total family income, daily Internet use and foreign language proficiency increased global citizenship level, but not at a statistically significant level. An interesting finding of the present research is that, the university, the number of foreign friends, and having athlete licence variables are effective on global citizenship level. Key words: Physical education, pre-service teacher, global citizenship attitude.
Highlights
Due to technological advances, the world has become a borderless world
The findings of the present research showed that global citizenship levels of pre-service physical education teachers did not vary by gender, YGS score, family income level, and daily Internet use time at a statistically significant level, while global citizenship levels increased with increase in foreign language proficiency and total family income
Global citizenship levels of pre-service physical education teachers varied by their universities, the number of foreign friends, and having an athlete licence at a statistically significant level
Summary
The concepts of globalisation, global interaction, and global citizenship have attracted continued debates in the modern era. An event occurring in one part of the world affects the other parts of the world as well (Lim, 2008). As this interaction becomes more distinct, these concepts are debated more in every area from education to economy, from politics to sociology and from sport to art. There have been many definitions, global citizenship refers to realizing the powers and the effects of these powers on human life, understanding cultures and cultural differences, analysing the problems of the world from different perspectives, and producing new ideas for the world (Burrows, 2004). Global citizenship is a multi-dimensional structure formed of social responsibility, global competency and global civil participation (Ogden, 2011). Carter (2001) explained global citizenship in three dimensions; first is that the citizens are consumers with individual rights and their
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