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In Search of the Ideal Tool for International School Teachers to Increase their Global Competency: An Action Research Analysis of the Global Competency Learning Continuum
Journal of Research in International Education Pub Date : 2020-04-01 , DOI: 10.1177/1475240920916045
Adam Carter 1
Affiliation  

It is clear that if international school teachers are to be able to properly prepare students for a 21st century globalized workplace, they must first develop the global competence and intercultural skills needed to implement their students’ development of global knowledge, skills and attitudes. Unfortunately, in many public schools and international schools, teachers do not possess the global competency needed to do so effectively. Since it can be expensive and ambitious to instill global competency in teachers on a school-wide, district-wide or nation-wide level, it may be more feasible for individual teachers to address their global competency deficit and take the necessary steps to improve it. There are several tools that can be used by individual teachers seeking to improve the awareness, skills and dispositions needed to become a truly globally competent teacher. This study focused on an innovative new tool, the Global Competency Learning Continuum (GCLC), which was designed for teachers and offers a resource library to help teachers address their shortcomings in twelve different levels of global competency. The research sought to ascertain whether the Global Competency Learning Continuum is an appropriate tool for international school teachers to use to assess and improve their global competency – or if there is a demand for an entirely new instrument that is more applicable to international school teachers. After reviewing research from surveys of international teachers, the data indicates that the Global Competency Learning Continuum is a promising and effective tool for use by international school teachers. It is the only tool designed specifically for teachers by a highly-respected educational institution, is free of charge and offers a valuable trove of resources for teachers who wish to actively improve their global competency.

中文翻译:

寻找国际学校教师提高全球能力的理想工具:全球能力学习连续体的行动​​研究分析

很明显,如果国际学校教师能够为学生做好迎接 21 世纪全球化工作环境的准备,他们首先必须培养学生在全球知识、技能和态度方面发展所需的全球能力和跨文化技能。不幸的是,在许多公立学校和国际学校,教师不具备有效开展工作所需的全球能力。由于在全校、学区或全国范围内向教师灌输全球能力可能既昂贵又雄心勃勃,因此个别教师解决其全球能力不足并采取必要措施加以改进可能更为可行. 个别教师可以使用多种工具来提高意识,成为真正具有全球竞争力的教师所需的技能和性格。本研究侧重于一种创新的新工具,即全球能力学习连续体 (GCLC),该工具专为教师而设计,并提供一个资源库,以帮助教师解决他们在十二个不同层次的全球能力方面的不足之处。该研究旨在确定全球能力学习连续体是否适合国际学校教师用来评估和提高其全球能力的工具,或者是否需要一种更适用于国际学校教师的全新工具。在回顾国际教师调查的研究后,数据表明全球能力学习连续体是国际学校教师使用的有前途且有效的工具。
更新日期:2020-04-01
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