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

Highlights

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

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

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

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  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.