In Search of the Ideal Tool for International School Teachers to Increase their Global Competency: An Action Research Analysis of the Global Competency Learning Continuum

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2020-04-01 DOI:10.1177/1475240920916045
Adam D. Carter
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引用次数: 3

Abstract

It is clear that if international school teachers are to be able to properly prepare students for a 21st century globalized workplace, they must first develop the global competence and intercultural skills needed to implement their students’ development of global knowledge, skills and attitudes. Unfortunately, in many public schools and international schools, teachers do not possess the global competency needed to do so effectively. Since it can be expensive and ambitious to instill global competency in teachers on a school-wide, district-wide or nation-wide level, it may be more feasible for individual teachers to address their global competency deficit and take the necessary steps to improve it. There are several tools that can be used by individual teachers seeking to improve the awareness, skills and dispositions needed to become a truly globally competent teacher. This study focused on an innovative new tool, the Global Competency Learning Continuum (GCLC), which was designed for teachers and offers a resource library to help teachers address their shortcomings in twelve different levels of global competency. The research sought to ascertain whether the Global Competency Learning Continuum is an appropriate tool for international school teachers to use to assess and improve their global competency – or if there is a demand for an entirely new instrument that is more applicable to international school teachers. After reviewing research from surveys of international teachers, the data indicates that the Global Competency Learning Continuum is a promising and effective tool for use by international school teachers. It is the only tool designed specifically for teachers by a highly-respected educational institution, is free of charge and offers a valuable trove of resources for teachers who wish to actively improve their global competency.
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寻找国际学校教师提高全球胜任力的理想工具:全球胜任力学习连续体的行动研究分析
很明显,如果国际学校的教师要想让学生为21世纪全球化的工作场所做好适当的准备,他们必须首先培养所需的全球能力和跨文化技能,以实现学生对全球知识、技能和态度的发展。不幸的是,在许多公立学校和国际学校,教师不具备有效做到这一点所需的全球能力。由于在学校、地区或全国范围内向教师灌输全球能力可能既昂贵又雄心勃勃,因此教师个人解决其全球能力不足问题并采取必要措施加以改善可能更为可行,成为一名真正具有全球能力的教师所需的技能和性格。这项研究的重点是一种创新的新工具,即全球能力学习连续体(GCLC),它是为教师设计的,并提供了一个资源库,帮助教师解决他们在12个不同水平的全球能力方面的不足。这项研究试图确定全球能力学习连续体是否是国际学校教师用来评估和提高其全球能力的合适工具,或者是否需要一种更适用于国际学校教师的全新工具。在回顾了对国际教师的调查研究后,数据表明,全球能力学习连续体是国际学校教师使用的一个有前途和有效的工具。它是一家备受尊敬的教育机构专门为教师设计的唯一工具,免费,为希望积极提高全球能力的教师提供了宝贵的资源。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
期刊最新文献
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