Teachers’ Perceptions on Global Competence: Investigating its Basic Dimensions
Downloads
In the contemporary context of globalization and of intense demographic, economic, technological and social changes, formal education is called upon to redefine its multidimensional role and prepare future citizens for the global challenges of the 21st century. In such a context, the present study aims to investigate the extent to which teachers have developed global competence by exploring three key dimensions of global competence: knowledge and understanding, skills, attitude and values. 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 350 active teachers who taught in public schools of primary and secondary education in the region of western Greece in the school year 2021-2022. Research findings show that the average value for the dimension of Knowledge and understanding is 3.62 (a lot), for the dimension of Skills is 3.37 (enough) and for the dimension of Attitude and values is 3.93 (a lot). In addition, the control of the Pearson correlation coefficient of the nine factors for global competence shows a statistically significant positive correlation between them. Finally, gender, level of education, employment relationship and years of service seem to affect the results of the scale.
Downloads
Babbie, E. (2011). Introduction to Social Research. Belmont, CA, USA: Wadsworth Cengage Learning.
Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press.
Deardorff, D.K. (2011). Assessing intercultural competence. New Directions for Institutional Research, (149), 65–79. https://doi.org/10.1002/ir.381
Ford, Th., & Quinn, L. (2010). First Year Teacher Education Candidates: What Are Their Perceptions about Multicultural Education? Multicultural Education, 17(4), 18-24.
Hunter, W.D. (2004). Knowledge, Skills, Attitudes and Experiences Necessary to Become Globally Competent. Bethlehem, PA, USA: Lehigh University.
Karanikola, Z., & Palaiologou, N. (2021). Refugees and adult education: A Thematic Analysis on UNESCO’s Latest Recommendations. Andradogical Studies, 1, 57–74. https://doi: 10.5937/AndStud2101057K
Kerkhoff, S.N., & Cloud, M.E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 1-14. https://doi.org/10.1016/j.ijer.2020.101629
Kopish, M.A. (2016). Preparing Globally Competent Teacher Candidates Through Cross Cultural Experiential Learning. Journal of Social Studies Education Research, 7(2), 75-108.
Liu, Y., Yin, Y., & Wu, R. (2020). Measuring graduate students’ global competence: Instrument development and an empirical study with a Chinese sample. Studies in Educational Evaluation, 67(2), 100915.https://doi.org/10.1016/j.stueduc.2020.100915
Mansilla, V.B., & Jackson, A. (2011). Educating for Global Competence: Preparing our Yputh to Engage the World. Asia Society.
OECD. (2018). Teaching for Global Competence in a Rapidly Changing World. Retrieved from: https://www.oecd-ilibrary.org/education/teaching-for-global-competence-in-a-rapidly-changing-world_9789264289024-en
Palaiologou, N., & Karanikola, Z. (2021). Diversity theory in a macroscopic perspective: When diversity transforms to super-diversity and hyper-diversity. In Ch. Halse, K.J. Kennedy (Eds). The Future of Multiculturalism in Turbulent Times (pp. 76-93). United Kingdom: Routledge.
Panagiotopoulos, G., & Karanikola, Z. (2020). Education 4.0 and teachers: challenges, risks and benefits. European Scientific Journal, 16(34), 108-122.
Parmigiani, D., Jones, S.L., Kunnari, I., & Nicchia, E. (2022) Global competence and teacher education programmes. A European perspective. Cogent Education, 9(1), 2022996. https://doi 10.1080/2331186X.2021.2022996
Pylvas, L., & Nokelainen, P. (2019). Intercultural competence: Toward Global Understanding. In S. McGrath, M. Mulder, J. Papier, R. Suart (Eds), Handbook of Vocational Education and Training (pp. 1283–1295). New York: Springer.
Simpson, A., & Dervin, F. (2019). Global and intercultural competences for whom? By whom? For what purpose? An Example from the Asia Society and the OECD. A Journal of Comparative and International Education, 49(4), 672–677. https://doi: 10.1080/03057925.2019.1586194
Tracy, S.J. (2010). Qualitative quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research. Qualitative Inquiry, 16(10), 837–851.
Trede, F., Bowles, W., & Bridges, D. (2013) Developing intercultural competence and global citizenship through international experiences: academics’ perceptions. Intercultural Education, 24(5), 442-455. https://doi: 10.1080/14675986.2013.825578
UNESCO. (2017). Working papers on Education Policy. Protecting the right to education for refugees. Education 2030. Hamburg: UNESCO Institute for Lifelong Learning. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000251076
UNESCO. (2020). First Meeting of the International Commission on the Futures of Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000372674
UNHCR. (2021a). Europe Situations: Data and Trends. Arrivals and Displaced Populations. Retrieved from https://data2.unhcr.org/en/documents/details/86420).
UNHCR. (2021b). Arrivals to Europe from Libya. Retrieved from https://data2.unhcr.org/ en/documents/details/86602
UNHCR. (2021c). Syria Refugee Crisis Explained. Retrieved from https://www.unrefugees.org/news/syria-refugee-crisis-explained
Van Werven, I.M., Coelen, R.J., Jansen, E., & Hofman, W.H.A. (2021). Global teaching competencies in primary education. A Journal of Comparative and International Education. https://doi:10.1080/03057925.2020.1869520 (ahead-of-print).
Copyright (c) 2022 International Journal of Scientific Research and Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
