Toward Twenty-First Century Global Citizenship: A Teacher Education Curriculum

Agnello, Mary Frances; White, David R.; Fryer, Wesley Albert

doi:10.1108/ssrp-03-2006-b0003

Cited by 8 publications

(2 citation statements)

References 28 publications

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“…Much emphasis on the global competence of teachers pertains to dispositions, or attitudes toward learning and acceptance of and relationships with diverse persons locally and globally. Globally competent educators demonstrate a commitment to equity and social justice in their personal lives and professional classroom practice (Agnello, White, & Fryer, 2006). Related dispositions include empathy, which allows teachers the ability to gain insight into cultures other than their own (Arida, 2007).…”

Section: Dispositions Of Globally Competent Teachersmentioning

confidence: 99%

Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education

Crawford

Higgins

Hilburn

2020

The Journal of Social Studies Research

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This case study describes the design, learning experiences, and student outcomes in one Instructional Design course with an explicit focus on globally competent teaching. We make the argument that forefronting global competence in an Instructional Design course, prior to social studies methods, is a necessary precursor to accelerate students’ progress on a pathway towards teaching for global competence. In support of this argument, we (a) describe the ways in which an Instructional Design course in one university forefronted global competence; (b) explain the short- and long-term outcomes of this design; and (c) highlight four students to illustrate how the Instructional Design course helped to move students along a pathway towards global competence. We nest our approach within a globally competent teaching framework.

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Section: Dispositions Of Globally Competent Teachersmentioning

confidence: 99%

Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education

Crawford

Higgins

Hilburn

2020

The Journal of Social Studies Research

View full text Add to dashboard Cite

show abstract

“…Educators' readiness to manage issues related to the aforementioned field lies in knowledge, skills, attitudes and abilities. Through a review of the relevant literature, globally competent educators demonstrate a commitment to equity and social justice in their personal and professional lives (Agnello, @ White, & Fryer, 2006), demonstrate empathy, reflect on cultural, political and social entity them, they reexamine the way they work, question and criticize (Crawford et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Global Competence Measurement in Non-Formal Educational Settings

Καρανικόλα

2022

EJDEVELOP

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This research comes to measure the level of knowledge, understanding, skills, attitudes and values of educators on global competence. The quantitative methodology was followed and the questionnaire tool was selected. Random sampling technique was used, and the questionnaire was delivered through google forms. The sample consisted of 310 educators who taught in public and private Vocational Training Institutes in the region of Western Greece during 2021-2022. Research findings show that the average value for global knowledge is 3,69 (a lot), for understanding globalization 4,10 (a lot) and for international academic knowledge 3,91 (a lot). Regarding participants' answers for the Skills sub-factors, the average value for the use of tools is 4, 27 (a lot), for the cross-cultural communication 4,03 (a lot) and for the international academic knowledge 3,29 (enough). Regarding the factors of Attitude and values, the average value for intent to interact is 3, 95 (a lot), for open attitude 4,46 (a lot) and for the values 3,94 (a lot). In addition, the control of the Pearson correlation coefficient of the nine factors for global capability shows a statistically significant positive correlation between them. Finally, gender, additional studies, employment relationship and years of service seem to affect the results of the scale.

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Bridges to Global Citizenship: Ecologically Sustainable Futures Utilising Children's Literature in Teacher Education

Bradbery

2013

Aust. J. environ. educ.

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Developing an understanding of the importance of a sustainable future is vital in helping children to become ‘global citizens’. Global citizens are those willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. Children's literature — picture and story books in particular — can be used as a powerful tool to help even the youngest citizens become aware of the need to assume responsibility for creating and enjoying a sustainable future through global citizenship. Children's literature can be utilised to help children examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept change and acknowledge uncertainty and to work cooperatively and in partnerships with others. This article explores and examines ways in which some examples of Australasian children's literature, specifically Storm Boy (Thiele, 1963), Lester and Clyde (Reece, 1991), The Waterhole (Base, 2001), Window (Baker, 1991) and Belonging (Baker, 2004), have been used in a literacy focused preservice teacher education course to assist preservice teachers entering their internship school placements to develop children's understandings of an ecologically sustainable future. It provides further insight into methods for embedding teaching for a sustainable future into pre-service teacher education.

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Toward Twenty-First Century Global Citizenship: A Teacher Education Curriculum

Cited by 8 publications

References 28 publications

Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education

Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education

Global Competence Measurement in Non-Formal Educational Settings

Bridges to Global Citizenship: Ecologically Sustainable Futures Utilising Children's Literature in Teacher Education

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