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This study seeks to uncover prospective Social Studies teachers’ perceptions of global citizenship education, and was conducted through qualitative research methodology with a total of 10 Social Studies teacher candidates – five female and five male – studying at Ondokuz Mayıs University in Samsun, Turkey. Targeted sampling was used in the selection of the participants, semi-structured interview forms were designed for data collection, and the descriptive analysis method was chosen for data analysis. The raw data obtained from the interviews were categorized through systematic coding and thus rendered meaningful for the reader. After each interview text was systematically coded, all texts were compared to detect similarities and differences in the participants’ opinions. The study findings suggest that many prospective teachers’ perceptions of global citizenship education are not sufficiently developed. Besides, most of them confine themselves to the clichés in the citizenship coursebooks when expressing their global citizenship perceptions. The prospective teachers mostly focus on the concepts of the rights, responsibilities, duty consciousness, respect, and universal and cultural values.

Global citizenship, perception of global citizenship education

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