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

Organization of network educational projects in the training of teachers of geography

“…Trends in the development of various forms of teacher training in modern conditions have determined the conceptual foundations for the development of the idea of professional interaction of teachers as a leading one, characterized by continuity; new approaches to assessing the professional competence of teachers; characterization of the system of professional development of teachers as open, variable and personified [17]. The positive experience of organizing training for teachers of geography on the basis of network educational projects has shown the need to transform the system of advanced training based on the targeted provision of educational services and individualization of the educational process, taking into account the principles of independence, reflexivity, cooperation, reliance on life and professional experience, individualization, and development of educational needs.…”

Glocality, Reflexivity, Interculturality, and Worldmaking: A Framework for Critical Global Teaching

“…Alina Slapac offers a case study exploring how four Romanian English language teachers taught about American culture as a tool for global communication in their context. Slapac frames her analysis of the teaching she observed with the Global Teaching Model (Kerkhoff & Cloud, 2020) and Roland Robertson's notion of Glocalization (1995). Affirming the teacher-as-instrument, Slapac also shows the need for networks of professional relationships, coordinated international efforts to support and facilitate global experiences, and authentic materials for educators to teach successfully from a global perspective.…”

“…As a pedagogical tool, technology has the potential to transform our global teaching practices, helping us redefine what materials are available for our students to inquire about global issues and providing the means for our students to interact with others from distant places. Some teachers do not have knowledge of how to establish partnerships for international collaboration (Kerkhoff & Cloud, 2020;O'Dowd, 2015) or experiences with or access to materials from unfamiliar locations (Slapac, this issue). For example, it is essential that in incorporating virtual exchanges that facilitate critical global education, educators attend to the authenticity of the experience in participation and be careful of hegemony in the interactions (Helm, 2018).…”

Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers

“…In this study, I draw upon two frameworks. First is the Teaching for Global Readiness Model empirically validated by Kerkhoff (2017) and integrated a few years later in a teacher education graduate course as the Global Teaching Model (GTM) by Kerkhoff and Cloud (2020). Second is Tichnor-Wagner et al (2019) globally competent learning continuum (GCLC).…”