「全球化」及它對全世界的影響力已成為現代生活中重要的特質。因此，教師專業工作需要一個重要的架構去檢視全球化的效應，及由跨區域的行動者（全球化的菁英份子）所推動的公民權的意義。同時，教育者需覺察學校推動社會化及塑造未來公民的歷程，是否和學校體制外的公民意義一致。跨區域的行動者正在型塑「全球化」和「公民」的特定意義，因此，比較教育學者須重新檢視這些以現代主義為中心的概念。本文認為比較教育及國際教育或許能幫助教師參與「全球化公民教育」，本文提倡以多項度公民權（MDC），及微觀—中觀—巨觀模式（M3）這兩種分析架構，來分析師資培育中「全球化」和「公民」的概念。

Globalisation, and its influences worldwide, has become a significant feature of modern life. Teacher professionals, therefore, need critical frameworks to examine globalisation's effects, as well as the particular constructions of citizenship promoted by trans-local actors (the global elite). Educators also need to be aware of the processes that schools use to socialize and mould future citizens in accordance with constructions of the modern citizen that emerge from above and outside the school. Because trans-local actors are fashioning particular understandings of global and citizen, comparative educators need to revisit, reexamine, and reread these concepts central to the modernist project. This article considers the role that comparative and international education might play in helping teachers to engage with the education for global citizenship discourse. Two analytic frameworks, multidimensional citizenship (MDC) and the micro-, medio-, and marco-perceptions (M3) model, are advocated to assist critical examinations of global and citizen in teacher education.