Teaching for Global Competence: A Responsibility of Teacher Educators

Ramos, Kathleen Ann; Wolf, Elisa J.; Hauber-Özer, Melissa

doi:10.1080/02568543.2021.1880998

Cited by 18 publications

(3 citation statements)

References 11 publications

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“…Also, since the research (e.g., Duarte & Robinson-Jones, 2022;Kerkoff & Cloud, 2020;Parmigiani et al, 2022;Ramos et al, 2021) indicate that teacher readiness for teaching global competencies and their global mindedness, are important factors for enhancing students' global competencies, further research should be focused on how well Slovenian teachers are prepared for the development of different domains of global competencies, investigated in this article, as well. The data on which didactical-methodical approaches they use during global education lessons (e.g., Chiba et al, 2021) Mayevska, would as well present an additional important contextualisation of the results, as demonstrated in this article.…”

Section: Discussionmentioning

confidence: 99%

Global Competencies of Slovenian Students: Relatedness of Knowledge, Skills, Attitudes, and Values

Štremfel¹,

Ivančič²

2023

PED

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The aim of the article is to explicate, compared to the OECD average, lower perceived global competencies of Slovenian 15-year-olds in PISA 2018. The results demonstrate the relatedness of different domains of global competencies. Based on the results, the article exposes the importance of establishing an appropriate national framework, which would strengthen students’ knowledge as a basis for cultivating all other virtues (skills, attitudes, and values) of modern global citizens.

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Section: Discussionmentioning

confidence: 99%

Global Competencies of Slovenian Students: Relatedness of Knowledge, Skills, Attitudes, and Values

Štremfel¹,

Ivančič²

2023

PED

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“…One of the most important parts of the education system around the world is the curriculum. The curriculum includes learning materials and strategies designed to help students acquire the knowledge, skills, and values needed to become productive and competent citizens in the global community (Hasan, Mallik, and Tsou 2021;Ramos, Wolf, and Hauber-Özer 2021;Vitello, Greatorex, and Shaw 2021). In the context of globalization and technological advancement, changes in the educational curriculum continue to be made to conform to the development of the times (Molas-Gallart et al 2021;Veza 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring research on educational curriculum: a systematic review using bibliometric analysis

et al. 2021

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The educational curriculum is made up of learning materials and activities that are meant to help students learn the knowledge, skills, and values they need to become productive, skilled, and good global citizens. The purpose of this study was to evaluate the most productive authors in terms of publication output, as well as the most cited educational curriculum topics. Scopus data sources are utilized because they are considered suitable for analysis with blibliometrics. As a bibliometric analysis tool, VOSviewer software is used to show the author's network, and keywords. Then, for future theme prediction analysis, utilize Rstudio software. The search was conducted on the keyword education curriculum in 2021. Data was obtained from 437 publication documents. Results showed that the authors wrote most of Anderson P's publications, followed by Ayaz-AlKay S and Barrett M. However, in terms of the highest number of citations, different results were found. The highest-grossing writers of 2021 were O'Connor J and Penney D. As expected, the keywords of the education curriculum will be included in the list of keywords that are still in demand by researchers. A number of anticipated keywords will continue to be in demand in the future. There are themes of human, curriculum, child, student, physical education, COVID-19/SARS-cov-2, and medical. These themes, which could serve as future authors' references to the educational curriculum, can be collaborated on.

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“…Another goal was to acquaint students with useful tools for creating lessons/units that could inspire critical thinking around issues of global significance with learners in their teaching contexts. We investigated how these learning experiences may affect teachers' thinking about teaching for global competence (Ramos et al, 2021). Although results suggested some positive outcomes for participants, this research deepened my thinking about the work of making teacher education curricula more reflective of international dimensions while supporting the development of internationally competent teachers.…”

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confidence: 97%

Exploring the Power of Internationalization in Teacher Education

Holmarsdottir¹,

Baily²,

Skårås³

et al. 2023

NJCIE

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The preparation of teachers, and to some degree, teacher educators in the majority of countries around the world, has traditionally focused on developing understandings, skills, and attitudes appropriate for teaching in local schools. Yet the importance of global competence and intercultural understanding has never been greater. As the world is increasingly faced with expanding challenges such as increased migration due to, among other things, war, famine, climate change and global inequality, there is a demand to recognize the relevance of global competency and to educate young people to be better local and global citizens. This requires teachers and teacher educators to possess a global mindset and take a more active role in fostering that mindset in their classrooms. Moreover, in an ever-changing world, we propose that while our values may evolve, there is a critical need to ensure a greater understanding of the "other". This understanding is increasingly urgent as the interests and opinions of members of societies become more divisive, where deeply held beliefs are more polarized and polarizing (Council of Europe, 2016; UNESCO, 2021).Educating global citizens is likewise part of the Sustainable Development Goals (SDGs) agenda, which emphasizes this among other vital issues (Leite, 2022). However, while countries work to achieve the SDGs, it is necessary to incorporate further education on global citizenship into national curricula by 2030. The impetus for the SDGs is partly a deeper understanding of our interconnectedness as global citizens and a more significant "appreciation of cultural diversity and culture's contribution to sustainable development" (Chiba et al., 2021, p. 1). We believe that educating for global citizenship requires awareness and action consistent with a broad understanding of humanity, the planet, and the impact of our decisions linked to our interconnectedness. Further, we agree with Chiba and colleagues (2021) that education is "integral to the achievement of the SDGs" (p. 1). In our view, such education should distinctly focus on global citizenship.Against this background, together with the lessons learned from the multi-year Global Awareness in Teacher Education (Open GATE) collaborative project between Oslo Metropolitan University (OsloMet) and George Mason University (GMU/Mason), this forum piece attempts to draw some insights on educating global citizens. The project aimed to make the curriculum more reflective of international and global dimensions while ensuring we have more internationally competent teachers and researchers. In the project, we aimed to achieve these goals through transformed courses, opportunities for study abroad, and other formal (including research) and informal experiences for both staff and students and in collaboration with practitioners (schools and local

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Teaching for Global Competence: A Responsibility of Teacher Educators

Cited by 18 publications

References 11 publications

Global Competencies of Slovenian Students: Relatedness of Knowledge, Skills, Attitudes, and Values

Global Competencies of Slovenian Students: Relatedness of Knowledge, Skills, Attitudes, and Values

Exploring research on educational curriculum: a systematic review using bibliometric analysis

Exploring the Power of Internationalization in Teacher Education

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