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      Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education

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          Highlights

          • The Global Teaching Model is situated locally, integrated with standards, critical framing, and intercultural collaboration.

          • Our data showed that global education was not a part of participants’ current curriculum.

          • However, teachers believed that global competence was important for them and their students.

          • Our findings show that teachers need guidance in translating global education theory to practice.

          Abstract

          Education leaders recommend that global competence--global citizenship mentality and knowledge development for global participation--be incorporated into school curricula. This mixed methods study examined teacher’s perceptions and self-reported practices of globally competent teaching. Data was collected from teachers taking a graduate education course infused with global learning. Results suggest teachers value and desire to enact globally competent teaching but need practical direction for classroom effectuation. Data manifest all four dimensions of the Global Teaching Model (i.e., situated relevant practice, integrated global learning, critical and cultural consciousness raising, and intercultural collaboration for transformative action) to differing degrees. This study provides evidence for the Global Teaching Model as a prospective framework and emphasizes the critical dimension when internationalizing teacher education.

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          Most cited references26

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          Good intentions are not enough: a decolonizing intercultural education

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            We cannot teach what we don’t know: Indiana teachers talk about global citizenship education

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              Preparing Globally Competent Teachers: A New Imperative for Teacher Education

              Yong Zhao (2010)
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                Author and article information

                Contributors
                Journal
                Int J Educ Res
                Int J Educ Res
                International Journal of Educational Research
                Elsevier Ltd.
                0883-0355
                1873-538X
                28 June 2020
                2020
                28 June 2020
                : 103
                : 101629
                Affiliations
                [a ]Department of Educator Preparation and Leadership, College of Education, University of Missouri – St. Louis, 1 University Blvd., St. Louis, MO, 63122, USA
                [b ]College of Education, University of Missouri, Columbia, USA
                Author notes
                Article
                S0883-0355(20)30266-4 101629
                10.1016/j.ijer.2020.101629
                7320918
                d83d8ee7-70ef-439e-ada2-8117bc02d58d
                © 2020 Elsevier Ltd. All rights reserved.

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                : 7 February 2020
                : 3 June 2020
                : 9 June 2020
                Categories
                Article

                globally competent teaching,global competence,teacher education,globaleducation,decolonizing curricula,integrating global learning,teacher practices

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