Assessing Global Competence Within Teacher Education Programs. How to Design and Create a Set of Rubrics With a Modified Delphi Method

Abstract

In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers’ ability to be Global Competent. This study was aimed at designing and creating a set of rubrics that can be used by either teacher educators or preservice teachers, in this case, as a self-assessment instrument. The research design was based on a modified Delphi method composed of five rounds to collect both qualitative and quantitative data. A panel of 31 experts was involved in an iterative process until a consensus among the experts was reached. The rubrics can be employed in several contexts and situations such as: before and after an international experience, during or after a simulation or a workshop based on intercultural and real-world situations.

Global competence scale: An adaptation to measure pre-service English teachers’ global competences

“…Despite the accelerating interest in integrating GCs into teacher education (see Myers & Rivero, 2019;Chen & Lin, 2021;Diveki, 2022), a very recent study regards it as inadequate yet (see Wu & Li, 2023). Scholars developed tools (Parmigiani et al, 2022b(Parmigiani et al, , 2023, and few studies have assessed pre-service teachers' GCs in diverse contexts (see Parmigiani et al, 2022b;Yaccob et al, 2022). As a response to this trend in the Turkish context, researchers from other fields of teacher education have now diverted their attention to this pivotal area (see Pehlivan Yılmaz, 2023).…”

“…The global perspective inventory developed by Braskmap et al ( 2014) was suggested to be potentially used in such programs as study abroad, international student orientation, service learning or with faculty members or freshmen to seniors. The global competence rubric developed by Parmigiani et al (2022b) was suggested to be used in various contexts including before and after study or training abroad and training besides its use for self-assessment by teacher educators and pre-service teachers. Although Şahin and Çermik (2014) validated Morais and Ogden's (2011) global citizenship scale into Turkish with the participation of undergraduate students from teacher education programs, preservice English language teachers were not among the participants.…”

“…However, looking at how studies defined GC so far, we can easily conclude that there are diverse and even too broad opinions regarding what constitutes GC which further complicates the measurement of it. Despite the immense amount of interest regarding why and how to educate globally competent teachers (see Zhao, 2010;Boix Mansilla & Jackson, 2011;Brennan & Holliday, 2019;Tichnor-Wagner et al, 2019;Kerkhoff & Cloud, 2020) and to measure GC in teacher education programs (see Parmigiani et al, 2022a;Parmigiani et al, 2022b;Sokal & Parmigiani, 2022), due to the complexity and multifaceted nature of the concept of GC which seems to harden the development of an instrument, very few studies have so far come up with a tool. To our best knowledge, in the Turkish context, there has been no tool developed to measure neither pre-service nor in-service English language teachers' GCs.…”

Building and nurturing a learning culture: a cross-dynamic and interactional perspective

“…The first round usually comprises open-ended questions; the second and flowing rounds ask experts to give feedback on a list of issues generated from analyzing the results of the first round (Sourani & Sohail, 2015). During the second and following rounds, the experts can revise and detail their ideas and judgments (Parmigiani et al, 2022). In this process, “there is no clear agreement in the literature on what determines the number of rounds” in the Delphi method (Sourani & Sohail, 2015, p. 6); the authors consider this number between two and seven.…”

Adult Education and Globally Engaged Trainers: The Case of Vocational Training Institutes

“…They also give learners the competences to reflect and share their ideas and role within a global, interconnected society, to understand and discuss complex relationships of common social, ecological, political and economic issues and obtain new ways of acting [24]. Finally, they can contribute not only to the development of informed, engaged and globally skilled citizens, but also to their personal development as global citizens, since global educators are also global learners [25].…”