At School in the World

Carine E. Ullom is the Associate Dean of Instructional Innovation at Ottawa University and serves on the editorial board for the Journal of Virtual Exchange. She has over 20 years’ experience implementing educational technology in higher education, having served in roles at The University of Kansas and St. Lawrence University (SLU) prior to joining Ottawa University. At SLU, she was the Director of the Language Resource Center. Her research focuses on the impact of GCTL on global identity development among pre-service teachers. She is passionate about faculty development regarding developing the globally aware self and internationalization of higher education through embedding intercultural competence development and global awareness capacity building opportunities in courses and programs via virtual exchange. Nilufer Guler is director of the EdD program and associate professor of education at Rockhurst University. Her research interests include teacher education, ELL education, and internationalization of teacher education. She was a Global Teacher Education fellow in 2017-18, and she was co-lead on a grant from the Longview Foundation for Promoting Internationalization of Teacher Education Through Faculty Development. Her book Optimizing Elementary Education for English Language Learners was published in 2018, and she is a co-editor for the Globalization of Teacher Education book series at Rowman & Littlefield. Guler also serves on the Global Diversity Committee of AACTE. Contributors include: Nila Akinyi Oduori, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa R. Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather A. Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu M. Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Chudi Zhou, and Lili Zhou

Foreword (Miri Yemini)

Preface

Acknowledgements

SECTION I: GLOBAL COMPETENCE

Chapter 1:Intercultural Competence as the Core to Developing Globally Engaged Teachers (Nanda Dimitrov & Darla K. Deardorff)

What Competencies Do Globally Engaged Teachers Need?

Developing the Core: Intercultural Competence

Attitudes

Knowledge

Skills

Internal Outcomes

External Outcomes

Implications for Teaching Development

Developing Further: Intercultural Teaching Competence

Current Trends and Gaps in Instructor Development

Gaps

Mentoring for Intercultural Teaching Competence: Current Approaches and Future Possibilities

Organization/Curriculum Level Preparation

Individual Instructor Development: Beyond Awareness

Developing Perspective-Taking and Awareness of Positionality

Experiential and Community-Engaged Approaches

Facilitation Skill Practice with Feedback

Developing Curriculum Design Competencies

Guided Reflection

Summary

References

Chapter 2: Global Competence Education Strategies: A View from Around the World and Considerations for Implementation (Elisa Briga, Sarah-Louise Jones, Corinna Howland, and Melissa Liles)

International Intergovernmental Conceptions of Global Competence Education

Organisation for Economic Co-operation and Development (OECD)

The United Nations Educational, Scientific, and Cultural Organization (UNESCO)

Council of Europe (CoE)

European Union (EU)

Discussion of Conceptions of Global Competence

From Inter-Governmental Strategies to Practical Implementation

Selected National Conceptions of Global Competence Education

Belgium (Flanders)

Brazil

Canada

Egypt

Finland

Greece

Italy

New Zealand

Singapore

South Korea

United Kingdom

United States

Comparing National Strategies

Approaches

Key Actors

Considerations for Successfully Embedding Global Competence in School Education

Stakeholder Alignment

Holistic Approach

Professional Development for Teachers and Teacher Trainees

Summary

Acknowledgements

References

Chapter 3: The Non-Formal Education Sector and Global Competence Education (Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)

Defining the Non-Formal Education Sector in the Context of Global Competence

Research Design

Subject Pool and Participant Selection

Limitations

Preliminary Findings

Defining Global Competence in the NFE Sector

Overview of Key Global Competence Education Offerings

NFE-FE GCE Relationships

Case Studies



Asia Society
Inspire Citizens
MUNDU (Bridge 47 Network Member)
AFS Intercultural Programs and European Federation for Intercultural Learning (EFIL)

Discussion

Conclusion

Acknowledgements

References

SECTION II: SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRE-SERVICE TEACHERS

Chapter 4: Developing Global Perspectives in Pre-Service Teachers: Approaches from the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather Linville)

Defining Global Education

Global Education in our Teaching Context

Teaching Approaches: Opportunities in Global Education

Melissa’s Approach: Application of Human Rights Education

Heather’s Approach: International Cooperation

Gerardo’s Approach: Critical Global Education



Literature Circles
Critical Analysis of Curriculum

Common Activities

Challenges in Global Education

Conclusion

References

Chapter 5: Global Competence Development Through the Lens of Graduate Students in Action Research Courses (Alina Slapac, Sarah A. Coppersmith, and Jingxin Cheng)

Global Competence in Schools of Education

Action Research Framework

Theoretical Framework

Context and Participants

Methodology

Data Collection



Reflections
Self-Assessment Using the GCLC

Findings and Discussion

Qualitative Data Analysis



Participants’ Perspectives on their Own Global Competence
Relationship of Global Competence in Formulating and Framing Action Research
Continuing to Grow as a Globally Competent Teacher

Quantitative Data Analysis



Pre Self-Assessment Results
Post Self-Assessment Results

Discussion of Results

Limitations

Conclusion

References

Chapter 6: Through Their lenses: Pre-Service Teachers’ Perceptions of the Value of Their International Teaching Experiences (Kimberly Howard)

Developing Global Competence and Empathy

Complications with Studying ITEs

Understanding ITEs Through the Lenses of Pre-Service Teachers

Methodology

Data Analysis

Findings

Forming Relationships

Gaining Experience as Teachers

Gaining Personal and Professional Self-Confidence

Conceptual Learning

Expanding Their Worldview

Analyzing Multiple Perspectives of Education

Discussion

Implications and Recommendations

Conclusion

References

Chapter 7: The “Five Cs” of Cultural Immersion: Adding Depth and Meaning to International Student Teaching (Laura L. Stachowski, Kimberly Howard, Ken Pritchard, and Amara Stuehling)

World-Readiness Standards for Learning Languages

In a Nutshell: Global Gateway for Teachers

Pre-Departure Preparation

On-Site Support

Program Design

The Five Cs: Learning Languages and Student Teacher Immersion

In Support of the Structure

The Five Cs in Student Teaching Immersion Experiences

Communication



Preparation
On-Site
Student Teacher Voices

Cultures



Preparation
On-Site
Student Teacher Voices

Connections



Preparation
On-Site
Student Teacher Voices

Communities



Preparation
On-Site
Student Teacher Voices

Discussion

References

SECTION III: INTERNATIONAL COLLABORATION IN TEACHER PREPARATION

Chapter 8: Developing an Equitable Global South-North Partnership in Support of Transformative Study Abroad: A Botswana Case Study (Agreement L. Jotia, Karen L. Biraimah, and Brianna A. Kurtz)

The Transformation of the Rewards and Challenges of U.S. Study Abroad Programs

Intercultural Competence in Teacher Education

Issues Related to Global South-North Partnerships

Notions of Decoloniality and “Othering”

Developing Sustainable and Equitable Global South-North Partnerships

The University of Botswana (UB) and the University of Central Florida (UCF) Partnership

The Challenge of Over-Committed Faculty from the Global South

The Challenge of Linking Collaborative Partnerships to Quality Programs

Financial Hurdles

Theoretical Perspectives on the Impact of Globalization, Study Abroad, and Global Partnerships

Internationalization and Global Competence



Impact on Culturally Responsive Pedagogy
Perceptions of the Global North and South

Colonialism, Decoloniality, and Their Impact on Globalization

Critical Cosmopolitan and Social Justice

Global Citizenship

Moving from Theory to Practice

Methodology

Participant Demographics

Results

Basic Knowledge Acquisition

Participants’ Most Rewarding Experiences

Participants’ Most Challenging Experiences

Professional Development and Personal Growth

Conclusion

Chapter 9: Building Bridges: A Case Study of a Kenya-US Faculty Exchange and Emerging Partnership (Michelle D. Cude, Florence Kisirkoi, Beatrice N. Manyasi, Nila Akinyi, Elizabeth Asewe, and Lankeu Reson)

Context and Components of Partnership

Conceptual Framework

Research Questions

Review of the Literature

Benefits of Teacher Exchange

Impacts of Global Partnerships

Call for Social Justice

Method

Qualitative Inquiry/Case Study

Data Collection & Analysis

Description of the Participants

Findings

Finding 1: Impact Was Felt on Both the Individual and the Institutional Level

Finding 2: Benefit was Mutual



Benefits to Kenyan Participants & Institution
Institutional Impact in Kenya
Benefits to American Participants and Institution
Going Abroad is Perspective-Altering
Institutional Impact in the US

Finding 3: Building Relationships as the Essential Foundation for Partnership



Instructor-to-Student Relationships
Student-to-Student Relationships

Finding 4: Challenges Offer Opportunities to Practice the Bold Honesty and Open Dialogues that Sustain Healthy Partnerships



Communication
Risk-Taking and Vulnerability
Unequal Resources

Next Steps: Stepping up with Social Justice



A Vision for Partnership Growth
Social Justice Imperative: Global Access to Quality Teacher Education

Discussion

Conclusion

References

Chapter 10:Fostering Pre-Service Teachers’ Social Justice Awareness and Intercultural Competence Through a Virtual Global Community of Practice (Bima K Sapkota, Lili Zhou, Rose Mbewe, Jill Newton, and JoAnn Phillion)

Review of Relevant Literature and Theoretical Perspectives

Social Justice in Teacher Education

Intercultural Competence

Community of Practice

Course Design and Implementation

Course and Study Participants

Research Methods

Study Participants
Data Sources

Data Analysis

Findings

Awareness of Local and Global Social Justice



Conceptions of Social Justice Related to Redistribution, Recognition, and Representation
Exploration of Local and Global Social Justice in Educational Contexts

Intercultural Competence Development



Awareness of Self and Others
Cultural Sensitivity and Intercultural Communication Skills

Discussion

Learning Through Engagement in the GSJE Community

Anticipated Use of GSJE in Their Future Teaching

Conclusion

References

Chapter 11: Modeling Global Teaching Pedagogies in Virtual Teacher Exchange (Laura Boynton Hauerwas, Davide Capperucci, and Ilaria Salvadori)

Global Values and Competencies in Teaching

Collaborative Virtual Exchange

Italian-US American Collaborative Virtual Exchange

Modeling and Authentic Practice of Global Teaching

Situating Issues in Global and Local Context

Counter Narratives

Dialogical Experiences and Thinking Routines

Four Phases of the Virtual Exchange

Designing Virtual Exchange for Developing Global Competence

Scaffolding Intercultural Communication

Experiencing Global Teaching and Applying it Authentically

Integrating Reflexivity

Conclusions for Teacher Educators

References

SECTION IV: PROFESSIONAL DEVELOPMENT FOR TEACHER EDUCATORS

Chapter 12: Internationalizing Teaching and Learning Through Faculty Inquiry Circles (Shea Kerkhoff, Natalie Bolton, Chudi Zhou, and Lihong Wang)

Review of Relevant Literature

Theoretical Framework

Globally Competent Learning Continuum

Teaching for Global Readiness

Methods and Context

Participants

Data Collection and Analysis



Surveys
Syllabi and Action Research Reports
Reflections

Results

Results from Pre- and Post-Experience Surveys



Frequency of Implementing Global Teaching Practices Pre- and Post-Intervention
Agreement with Implementing Global Teaching Practices Pre- and Post-Intervention
Participant Ratings of Proficiency in Global Learning Pre- and Post-Intervention

Results from Changes to Syllabi

Results from Action Research Reports

Findings from the Reflections



Taking Action



Benefit for the Instructor
Challenge for the Instructor

Discussion and Conclusion

References

Acknowledgments

Chapter 13: Supporting Education for Sustainable Development through an Online Global Forum for Teacher Educators: An Emerging Community of Practice (Ingrid Schudel, Lorna Down, Rosalyn McKeown, Stefan Baumann, Andrew Petersen, and Shepherd Urenje)

Online Learning Communities

Knowledge Navigation and Stewarding in Communities of Practice

A Reflexive, Realistic Evaluative Study

Data Generation Methods and Analysis

Findings and Discussion

Knowledge Navigation in our Community of Practice

Knowledge Stewarding in our Community of Practice

Relational Dynamics across Boundaries in our Community of Practice

Contextual Dynamics of Participation in our Community of Practice



Technology and Access
Financial Challenges

Conclusion

References

Chapter 14: Engaging Globally-Oriented Literacies in Teacher Education: A Guide to Syllabus Revision (Delane Bender-Slack)

My Evolution as an International Educator

Global Learning

Global Learning and Global Literacy

Internationalizing a Course

General Process for Internationalizing a Course

Step One: Choose a Global Competence Framework

Step Two: Plan an Intercultural Project

Step Three: Integrate Global Competencies into Each Syllabus Section

Applying the Course Revision Process to a Content Area Literacy Course

Step One: Choose Global Competence Framework

Step Two: Plan an Intercultural Project

Step Three: Integrate Global Competencies into Each Syllabus Section



Examine the Course Schedule
Incorporate New Activities
Incorporate New Texts
Analyze and Adapt Current Assignments
Revise Assessments

Conclusion

References

Chapter 15: Challenges Encountered in Embedding Global Perspectives in Teacher Preparation Curriculum (Nilufer Guler and Carine Ullom)

Review of the Literature

Global Education

Teacher Preparation and Global Competence Development

Teacher Preparation Faculty and Global Education

Theory and Framework

Core Conceptual Dimensions of Global Citizenship Education (UNESCO)

Transformative Learning Theory

Research Methods

Research Question

Research Context

Research Participants

Data Collection

Data Analysis

Results and Discussion

Lack of Interest and Support within their Department

Student Lack of Interest

Lack of Opportunities and Time

Additional, Positive Findings

Discussion

Limitations

Implications and Recommendations

References

Acknowledgement

References

Index

About the Contributors