Preservice teachers’ professional beliefs in relation to global social change: Findings from Finland and Germany

Abstract

This article presents empirical findings on orientations that guide Finnish and German preservice teachers’ professional action in the face of global social change. Drawing on group discussions interpreted with documentary method, the findings show that education under the conditions of global social change is discussed in relation to four thematic categories: the self in the world-relation, culture, social change and teaching praxis, each of which are connected to five distinctively different types of orientations. The findings shed light on how preservice teachers see themselves as change makers, and the importance of addressing each of these four perspectives in teacher education.