הכשרת מורים במציאות גלובלית: גורמים דמוגרפיים המשפיעים על המוטיבציה ללמוד בהכשרת מורים היוצאת מפרספקטיבה של חינוך גלובלי

Teacher education in an era of global reality is a major issue in education discourse, and the idea of global education was proposed as a possible response. The present study was designed to examine the degree to which age, international experience, disciplinary specialization, and the perception of level of knowledge affected 105 student teachers, preparing to teach elementary school, to enroll in a teacher-education program with a global-education perspective. The research measures were constructed by analyzing the items in a quantitative questionnaire. Hierarchical regression analysis revealed that the students' age and the degree of their international experience are not predictors of motivation to learn global education, and that disciplinary specialization contributes only to predicting motivation based on the justice factor. Conversely, the perception of level of knowledge about globalization is a major and significant contributor to predicting motivation to study global education. These findings suggest that the focus should be on the perception of knowledge of student teachers for teaching about globalization, and this perception should be considered when developing the teaching-learning processes in courses taught in teacher-education programs with a global-education orientation.