Preparing Globally Competent Middle Childhood Social Studies Teacher Candidates

This study contributes to a body of research exploring sets of learning experiences for developing global competencies among middle childhood social studies teacher candidates. This multi-year study examines data related to teacher candidates' global knowledge, skills, and dispositions using a convergent parallel mixed methods design. Findings demonstrate that participation in a globally focused middle childhood social studies methods course develops global knowledge and dispositions but does not adequately empower candidates with global teaching skills.