Podcast
Questions and Answers
In today's interconnected world, what is the primary reason teachers need to develop intercultural competency and global perspectives?
In today's interconnected world, what is the primary reason teachers need to develop intercultural competency and global perspectives?
- To ensure compliance with international teaching standards.
- To improve their chances of securing overseas teaching positions.
- To enhance the relevance of their content and teaching effectiveness. (correct)
- To reduce their workload by incorporating global content.
Which of the following is a potential challenge associated with developing global competence, according to Abdullah & Abdullah, 2018 and Pereira, 2020?
Which of the following is a potential challenge associated with developing global competence, according to Abdullah & Abdullah, 2018 and Pereira, 2020?
- A preference for working in homogenous environments.
- Reduced need for professional development.
- The need to rapidly adapt to new environments. (correct)
- Decreased opportunities for collaboration.
Why is global competence particularly important for ESL teachers?
Why is global competence particularly important for ESL teachers?
- It simplifies the process of lesson planning.
- It helps them to better communicate with students and foster self-awareness. (correct)
- It allows them to avoid teaching cultural topics.
- It reduces the need for understanding different cultures.
The study described in the content focuses on which domain of global competence?
The study described in the content focuses on which domain of global competence?
Within the 'Knowledge' domain, which of the following constructs are identified as key indicators for developing global competence in ESL teachers?
Within the 'Knowledge' domain, which of the following constructs are identified as key indicators for developing global competence in ESL teachers?
According to the OECD, what elements are united within the concept of global competence?
According to the OECD, what elements are united within the concept of global competence?
How did PISA's focus evolve beyond its initial measurements of student performance?
How did PISA's focus evolve beyond its initial measurements of student performance?
Why is PISA's relevancy considered important in the context of policy and reforms?
Why is PISA's relevancy considered important in the context of policy and reforms?
In what area does Afip, Hamid, and Renshaw (2019) suggest that Malaysian assessment scales are impractical?
In what area does Afip, Hamid, and Renshaw (2019) suggest that Malaysian assessment scales are impractical?
Which qualities does Ukpokodu (2020) associate with global competence?
Which qualities does Ukpokodu (2020) associate with global competence?
Flashcards
Global Competence
Global Competence
The ability to understand, interact, and collaborate across cultures to solve global issues.
Intercultural Competency
Intercultural Competency
The skills and awareness needed to communicate effectively and appropriately with people from different cultures.
Global Awareness (GA)
Global Awareness (GA)
Understanding global issues and their interconnectedness across cultures.
Self-Awareness (SA)
Self-Awareness (SA)
Signup and view all the flashcards
Knowledge Domain
Knowledge Domain
Signup and view all the flashcards
OECD
OECD
Signup and view all the flashcards
PISA
PISA
Signup and view all the flashcards
21st-Century Skills
21st-Century Skills
Signup and view all the flashcards
Study Notes
Study Notes on Global Competence Framework for ESL Teachers
- Global Competence: A multifaceted concept encompassing knowledge, skills, and dispositions to engage with global issues.
- Domains of Global Competence: Associated with knowledge, skills, and dispositions. This study focuses on knowledge.
- Purpose of Study: To identify expert consensus on crucial indicators for knowledge in an ESL Global Competence Framework for English language teachers.
- Methodology: Quantitative research using the Fuzzy Delphi Method with a questionnaire.
- Expert Participants: 11 experts in global competence, teacher training, curriculum, multicultural education, and ESL teaching.
- Indicators Evaluated: 44 indicators for 4 constructs (Global Awareness, Multicultural Awareness, Indigenous Knowledge, and Self-Awareness).
- Expert Consensus: 36 indicators met the threshold values of >75% agreement and a fuzzy A score of ≥0.5. A threshold value (d) ≤ 0.2 was also considered.
- Rejected Indicators: 3 additional indicators were removed after further review.
- Key Constructs: The study identifies 4 key knowledge constructs: Global Awareness, Multicultural Awareness, Indigenous Knowledge, and Self-Awareness.
- Importance of Knowledge: Knowledge is portrayed as an essential foundation for effective teaching, decision-making, and adapting to diverse contexts.
- Global Awareness: Understanding of global events, issues, and perspectives. The ability to comprehend, respect, and collaborate with people from numerous cultures is significant.
- Multicultural Awareness: Comprehending various cultures, backgrounds, attitudes, and values to promote cross-cultural understanding.
- Indigenous Knowledge: Acknowledging the knowledge systems of indigenous peoples globally, promoting respect and inclusivity.
- Self-Awareness: Understanding one's self-identity, cultural biases, and perspectives to foster globally competent teaching methods.
- Significance: The framework is intended to support ESL teachers in developing essential knowledge for navigating multicultural and interconnected environments.
- Framework Application: The Knowledge framework is intended for use in ESL settings to enhance teachers' global competence.
- Future Research: Additional research is recommended for evaluating skills, dispositions, and other domains of global competence.
Studying That Suits You
Use AI to generate personalized quizzes and flashcards to suit your learning preferences.
