Teaching for Global Literacy in Higher Education: How Prepared Are the Educators?

Autor/in	Schuerholz-Lehr, Sabine
Titel	Teaching for Global Literacy in Higher Education: How Prepared Are the Educators?
Quelle	In: Journal of Studies in International Education, 11 (2007) 2, S.180-204 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315307299419
Schlagwörter	Teacher Attitudes; Teaching Methods; Global Approach; Cultural Awareness; Knowledge Base for Teaching; Curriculum Design; Teacher Background + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Cultural identity; Kulturelle Identität; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrplangestaltung
Abstract	This article examines the relationship between faculty's professional and personal backgrounds and the extent to which they incorporate an approach to teaching for global awareness and intercultural sensitivity into their curriculum. Through an analysis of the pertinent literature, the study examines the relevant theoretical frameworks of personal practical knowledge and professional knowledge landscapes, as well as the evidence linking faculty's cultural competence and world-mindedness to classroom practice. The article concludes that a considerable number of empirical studies have been carried out that explore different aspects of faculty experiences, background, and disciplinary affiliation, and how such variables affect intercultural sensitivity, cultural competence, and world-mindedness among faculty. However, less conclusive evidence is available as to whether and how such traits in faculty translate into classroom practice. More studies, in particular classroom observations, need to be carried out to elucidate actual classroom practices. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10