At School in the World -

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Résumé :

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 Compe...

Biographie:

Contributors
Nila Akinyi, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Nilufer Guler, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Carine E. Ullom, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Miri Yemini, Chudi Zhou, Lili Zhou
About the Editors
Carine E. Ullom, PhD,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 preservice 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, EdD, 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.