"You Don't Have to Travel the World": Accumulating Experiences on the Path toward Globally Competent Teaching

Autor/inn/en	Parkhouse, Hillary; Tichnor-Wagner, Ariel; Cain, Jessie Montana; Glazier, Jocelyn
Titel	"You Don't Have to Travel the World": Accumulating Experiences on the Path toward Globally Competent Teaching
Quelle	In: Teaching Education, 27 (2016) 3, S.267-285 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1118032
Schlagwörter	Global Approach; Teacher Competencies; Teacher Effectiveness; Instructional Effectiveness; Global Education; Qualitative Research; Case Studies; Transformative Learning; Interviews; Teaching Styles; Teaching Methods; Teacher Responsibility; Student Improvement; Teaching Experience; Observation; North Carolina + Suchen Sie Ihr Suchwort? Globales Denken; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Globales Lernen; Qualitative Forschung; Case study; Fallstudie; Case Study; Pädagogische Transformation; Interviewing; Interviewtechnik; Lehrstil; Unterrichtsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Beobachtung
Abstract	As classrooms become increasingly diverse and students need more complex skills for collaboratively addressing transnational issues, we need a better understanding of the factors that contribute to globally competent teaching. Education research has highlighted the benefits of study abroad and overseas teaching, as well as local cross-cultural immersion, but these options are not always feasible. We sought to identify the various means by which teachers develop global competence. Through this qualitative case study of 10 global educators, we found that international travel, though present in some instances, was not always necessary. In fact, it was an accumulation of experiences that prompted teachers to incorporate global perspectives, lessons, and skill development throughout their careers. Thus, globally competent teaching may be better conceptualized as a path, rather than as an end goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01