Becoming a Globally Competent Educator: A Self-Study of My Theoretical and Practical Understandings of Global Competency

Abstract

This self-study explored my theoretical and practical understandings of my role and responsibilities regarding preparing future science educators who are globally competent. Specifically, I focused on how I changed my approach to teaching and addressing global competencies during science instruction as a science teacher educator. Using grounded theory, open coding, and the constant comparison method allowed for a comprehensive and rigorous data analysis, including journal entries, critical friend meetings, concept maps, and student artifacts. The findings of the study underscore a transformative shift in my journey toward becoming a globally competent instructor as I strived to cultivate global competence in my students. The findings and subsequent implications inform the field of science education regarding teacher educators’ role in preparing teachers to be critical change agents.