Dataset Information

Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education.

ABSTRACT: Education leaders recommend that global competence-global citizenship mentality and knowledge development for global participation-be incorporated into school curricula. This mixed methods study examined teacher's perceptions and self-reported practices of globally competent teaching. Data was collected from teachers taking a graduate education course infused with global learning. Results suggest teachers value and desire to enact globally competent teaching but need practical direction for classroom effectuation. Data manifest all four dimensions of the Global Teaching Model (i.e., situated relevant practice, integrated global learning, critical and cultural consciousness raising, and intercultural collaboration for transformative action) to differing degrees. This study provides evidence for the Global Teaching Model as a prospective framework and emphasizes the critical dimension when internationalizing teacher education.

SUBMITTER: Kerkhoff SN

PROVIDER: S-EPMC7320918 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education.

Kerkhoff Shea N SN Cloud Megan E ME

International journal of educational research 20200628

Education leaders recommend that global competence-global citizenship mentality and knowledge development for global participation-be incorporated into school curricula. This mixed methods study examined teacher's perceptions and self-reported practices of globally competent teaching. Data was collected from teachers taking a graduate education course infused with global learning. Results suggest teachers value and desire to enact globally competent teaching but need practical direction for clas ...[more]

PMID: 32834467

Similar Datasets

Project description:The study aims to develop the Adversity Quotient (AQ) index of pre-service teachers during practicum training. The study also has assessed psychometric characteristics using the Rasch model. The original contribution is by addressing gaps of measuring AQ accurately among pre-service teachers through index at the Institute of Teacher Education (IPG) that not been widely explored. The research design entails a survey with a quantitative approach through questionnaires. The four main constructs of AQ comprises Control, Ownership, Reach, and Endurance (CORE model). This study involves several key procedures such as challenge identification, expert validity, item development, and psychometric testing of items before developing the index. A total of 96 items were produced and piloted over 159 pre-service teachers. Findings from the pilot study showed 54 items that met all assumptions from the Rasch model such as item fit, unidimensionality, local independence, reliability, and separation index. The actual study was conducted on 542 pre-service teachers from five Malaysian Institutes of Teacher Education (IPG) in the Central Zone through stratified random sampling. The data were analyzed using SPSS version 26.0 and WINSTEPS version 3.71.0.1. The findings showed the 46.86% of practicum pre-service teachers have a moderately high AQ index with 74.80. The Control and Ownership recorded a high level AQ index with 77.30 and 77.10, respectively, while Reach and Endurance were at a moderate level AQ index with 73.20 and 71.50. The AQ index of male pre-service teachers is higher (76.29) than the female (74.09). It can be seen that eighth semester pre-service teachers is higher (75.28) than the sixth semester (74.38). The Science (SN) field recorded as a highest index (80.45), while the Visual Arts Education (PSV) field has a lowest index score (70.29). Further studies can be done by reviewing the pre-service teacher development program by empowering the reach and endurance aspects to ensure that the future teachers are resilient to challenges.

Project description:BackgroundFew studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers' PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors.MethodsThis cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7-35; Cronbach's alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district.ResultsTeachers were 91% female, 63% elementary, 60% white, mean age 43.2 years (SD = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA (SD = 85.0) per day, 24.1 min in MVPA (SD = 14.4) per day, and the mean teacher PA practices sum score was 22.4 (SD = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE = 0.28; p < 0.001). Female gender (versus males; coeff = - 1.95; SE = 0.92, p = 0.034), an obese weight status (versus non-obese; coeff = - 1.38; SE = 0.54, p = 0.010), and teaching in a middle school (versus elementary; coeff = - 3.86; SE = 0.54, p < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices.ConclusionsTeachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students' PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors.Trial registrationClinical Trials, NCT03432715 ; Registered on 02/2/2018.

Project description:Background: Teacher commitment and performance are important factors contributing to student achievement and the quality of education. Therefore, it is critical to draw attention to this issue by identifying factors that influence these two variables. Methods: A survey, consisted of 34 closed-ended questions, was used. The total sample comprised 2,203 teachers, including 832 men and 1,371 women. Data analysis was performed using partial least squares (PLS) structural equation modeling (SEM). Model measurement employed indicator loading, convergent and discriminant validity, Cronbach's testing, composite reliability and average variance extracted (AVE) for internal consistency. Structural model measurement employed coefficient determination (R2), effect size (F2), variant inflation factor (VIF), predictive relevance (Q2) and path analysis measures. Results: The results of the study reveal that academic supervision has a significant positive effect on commitment (β; 0.085, t-statistics; 3.792 and p-value 0.000), academic supervision also affects teacher performance (β; 0.096, t-statistics; 4.416 and p-value 0.000), managerial competence affects teacher commitment (β; 0.195, t-statistics; 8.046 and p-value 0.000), managerial competence also affects teacher performance (β; 0.149, t-statistics; 6.561 and p-value 0.000), organizational commitment affects teacher performance (β; 0.163, t-statistics; 7.263 and p-value 0.000), teacher empowerment affects teacher commitment (β; 0.489, t-statistics; 22.601 and p-value 0.000), and teacher empowerment affects teacher performance (β; 0.489, t-statistics; 22.601 and p-value 0.000). Academic supervision affects teacher commitment mediating by teacher performance (β; 0.014, t-statistics; 3.178 and p-value of 0.001). Managerial competence affects teacher commitment with teacher performance mediation (β; 0.032, t-statistics; 5.588 and p-value 0.000), and teacher empowerment affects teacher commitment with teacher performance mediation (β; 0.080, t-statistics; 7.050 and p-value 0.000). Conclusion: Academic supervision, managerial competence, and teacher empowerment significantly positively affect teacher performance directly and through teacher performance as mediating variable. Teacher empowerment is the most significant factor influencing teacher performance and commitment.

Dataset Information

Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education.

Publications

Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets