scholarly journals Developing Preservice Elementary Teachers’ Global Competence

2019 ◽  
Vol 28 (1) ◽  
pp. 48-62 ◽  
Author(s):  
Ilghiz M. Sinagatullin
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Knowledge Base ◽  
Personal Growth ◽  
Global Education ◽  
Global Competence ◽  
Global Knowledge ◽  
School Environments ◽  
Diverse Classrooms ◽  
Global Problems

Today it is imperative that preservice teachers become globally competent specialists to effectively work in diverse classrooms and school environments. The author briefly focuses on the contemporary globalization, characterizes the essence of global education, concentrates on some issues of developing future elementary teachers’ global competence, and discusses the results of an empirical investigation that was aimed at substantiating the level of candidate teachers’ global competence. The findings indicate that integrating meaningful global knowledge base in the preservice teacher education curriculum makes a profound influence on their professional and personal growth. They come to understand that globally competent educators should indeed have a solid global knowledge base, possess a tolerant attitude to human diversity, and realize themselves as participants in solving vital global problems.

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

scholarly journals The Diversity Conflation and Action Ruse: A Critical Discourse Analysis of the OECD’s Framework for Global Competence

2020 ◽  
Vol 49 (1) ◽  
pp. 1-18
Author(s):  
Hajar Idrissi ◽  
Laura Engel ◽  
Karen Pashby
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Global Education ◽  
International Student ◽  
Student Assessment ◽  
Critical Discourse ◽  
Global Competence ◽  
Cultural Backgrounds ◽  
International Student Assessment ◽  
Framework Document

The Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD’s framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the “other” and taking action.

Academic ESP Oral Production

2017 ◽  
pp. 255-271
Author(s):  
Soraya García-Sánchez ◽  
Conchi Hernández-Guerra
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Global Education ◽  
Team Work ◽  
Global Competence ◽  
Education Students ◽  
Oral Production ◽  
International Language ◽  
Evaluation Procedures ◽  
Successful Communication

Current higher education students are frequently engaged to 24/7 interconnectedness, which should contribute towards their careful awareness of other languages and cultures at the time of receiving or communicating information. English remains the international language higher education learners and professional citizens in general need to perform to access the most competent job vacancies. This chapter is based on assessing oral production tasks that pursue to enhance speaking skills, team-work competences, and problem-solving in English for Specific Purposes (ESP) courses in the Degrees of History and Social Work. The results compare not only the oral outcomes of these two ESP groups but what evaluation procedures and assessment criteria have been considered to promote successful communication in English. Equally, this ESP content would be analysed to observe if teams succeeded in building not only local needs but also a conscious global education that is responsibly engaged with other cultures, as promoted by the global competence.

The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2018 ◽  
pp. 1459-1489
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

Walking in English Learners' Shoes

2016 ◽  
pp. 621-650
Author(s):  
Debbie Powell ◽  
Roberta J. Aram
Keyword(s):  
Preservice Teachers ◽  
Personal Growth ◽  
English Learners ◽  
Professional Growth ◽  
Cultural Awareness ◽  
Effective Teaching Strategies ◽  
Immersion Experience ◽  
Reflection Time ◽  
Short Term Study ◽  
Field Notes

This chapter reports on a university short-term study abroad immersion experience in Costa Rica for preservice teachers. Qualitative data from instructors' field notes and participants' photo blogs, exit interviews, and formal course evaluations were analyzed for evidence of expressions of empathy for English Learners (ELs), resolve to use effective teaching strategies with ELs, personal growth and cross-cultural awareness. Findings show that participants demonstrated empathy that was linked to personal and professional growth as a future teacher. The course's design strategically causing authentic physical and emotional struggles similar to ELs' with purposefully facilitated reflection time to address feelings and experiences was effective in achieving overall course goals.

A Global Competence Approach to Teaching Development for Intercultural Education

2021 ◽  
pp. 268-287
Author(s):  
Isabel María Gómez Barreto ◽  
Raquel Segura Fernández ◽  
José Sánchez-Santamaría ◽  
Carlos Montoya Fernández
Keyword(s):  
Global Education ◽  
Theoretical Background ◽  
Intercultural Education ◽  
Global Competence ◽  
Face To Face ◽  
Educational Professionals ◽  
Practice Models ◽  
Approach To Teaching ◽  
Didactic Strategies

The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.

Sign in / Sign up

Export Citation Format

Share Document