The Effect of Age, International Experience, Disciplinary Specialization, and Global Knowledge on Pre-Service Teachers’ Motivation to Learn Global Education

Abstract

The current study examines the motivation of 105 Israeli pre-service teachers to pursue a study program oriented toward global education (GE), with age, disciplinary specialization, international experience, and self-reported level of global knowledge (SLGK) as potentially predictive factors. Analysis of hierarchical regressions ruled out the salience of age and international experience as motivational factors, but found that discipline and SLGK did have such an effect. The study points to a need to focus on pre-service teachers’ SLGK across all disciplines within teacher training programs.