Journal of Research in Childhood Education Pub Date : 2021-04-08 , DOI: 10.1080/02568543.2021.1880998 Kathleen Ramos 1 , Elisa J. Wolf 1 , Melissa Hauber-Özer 1
ABSTRACT
Today’s PK-12 teachers and students navigate an increasingly interconnected and interdependent world. This growing interconnectedness and need to navigate life and work in our globalized world have prompted calls for teacher educators around the world to design changes in coursework that inspire teachers to create learning experiences to foster PK-12 learners’ development of global competence. The present study applied action research to address this goal in an asynchronous, online graduate teacher education course. Using a principled framework for teaching for global competence (TfGC) across four domains and Global Thinking Routines as pedagogical tools, participants explored an issue of global significance – the lived experiences of refugees and immigrants across time and contexts – to learn about TfGC. The article incorporates rich examples of participants’ learning and ideas for application of teaching for global competence in PK-12 classrooms in national and international contexts. Participants’ responses to key learning activities suggested that including a specific focus on TfGC can be beneficial for current and future teachers. Findings suggest that a thematic approach to TfGC with opportunities to apply pedagogical strategies that can be used in PK-12 classrooms may be productive for encouraging teacher education students to embrace teaching for global competence.
中文翻译:
为全球能力而进行的教学:教师教育者的责任
摘要
当今的PK-12师生在一个日益相互联系和相互依存的世界中航行。这种日益增长的相互联系以及在全球化世界中生活和工作的导航需求,促使世界各地的教师教育者设计课程作业中的变化,以激发教师创造学习经验,以促进PK-12学习者的全球能力发展。本研究应用了行动研究来解决这个异步在线研究生教师教育课程中的这一目标。参与者使用一个原则性的框架来跨四个领域教授全球能力(TfGC),并使用全球思维例程作为教学工具,探讨了一个具有全球意义的问题-难民和移民在不同时间和背景下的生活经验-以了解TfGC。本文结合了参与者的学习和思想的丰富示例,这些思想和思想适用于在国家和国际环境下在PK-12教室中提高全球能力的教学。参与者对关键学习活动的回应表明,对TfGC的特别关注可能对现在和将来的教师都是有益的。研究结果表明,针对TfGC的主题方法以及应用在PK-12教室中可以使用的教学策略的机会,可能会在鼓励师范生接受全球能力教学方面产生积极作用。参与者对关键学习活动的回应表明,对TfGC的特别关注可能对当前和未来的教师有益。研究结果表明,针对TfGC的主题方法以及应用在PK-12教室中可以使用的教学策略的机会,可能会在鼓励师范生接受全球能力教学方面产生积极作用。参与者对关键学习活动的回应表明,对TfGC的特别关注可能对现在和将来的教师都是有益的。研究结果表明,针对TfGC的主题方法以及应用在PK-12教室中可以使用的教学策略的机会,可能会在鼓励师范生接受全球能力教学方面产生积极作用。