At School in the World

ContributorsNila 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 EditorsCarine 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.

• Foreword (Miri Yemini)Preface AcknowledgmentsSECTION I. GLOBAL COMPETENCE1 Intercultural Competence as the Core to Developing Globally Engaged Teachers (Nanda Dimitrov and Darla K. Deardorff)What Competencies Do Globally Engaged Teachers Need? Developing the Core: Intercultural Competence Figure 1.1: Process Model of Intercultural Competence Attitudes Knowledge Skills Internal Outcomes External Outcomes Implications for Teaching Development Developing Further: Intercultural Teaching Competence Textbox 1.1: Intercultural Teaching Competence Framework Current Trends and Gaps in Instructor Development Gaps Textbox 1.2: Example from the Field: Language Teachers’ Intercultural Competence Development (Hungary) Mentoring for ITC: Current Approaches and Future Possibilities Organization-/Curriculum-Level Preparation Individual Instructor Development: Beyond Awareness Textbox 1.3: Example from the Field: Intercultural Engagement at the IÉSEG School of Management (France) Developing Perspective-Taking and Awareness of Positionality Textbox 1.4: Walk with Your Students Activity Experiential and Community-Engaged Approaches Facilitation Skill Practice with Feedback Developing Curriculum Design Competencies Textbox 1.5: Example from the Field: Teaching Assistant Development at the Hong Kong University of Science and Technology Textbox 1.6: UNESCO Story Circles Vignette Guided Reflection Textbox 1.7: Self-Reflection Questions for Teachers Summary References 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 GComEd Table 2.1: Relevant Abbreviations and Their Associated Terms OECD UNESCO CoE EU Discussion of Conceptions of Global Competence From Intergovernmental Strategies to Practical Implementation Selected National Conceptions of GComEd Table 2.2: Examples of Additional Intergovernmental Organizations Tactics Belgium (Flanders) Brazil Canada Egypt Finland Greece Italy New Zealand Singapore South Korea UK United States Comparing National Strategies Approaches Key Actors Teacher Preparation Considerations for Successfully Embedding Global Competence in School Education Stakeholder Alignment Holistic Approach Professional Development for Teachers and Teacher Trainees Summary Acknowledgments References 3 The Nonformal Education Sector and Global Competence Education (Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)Defining the NFE Sector in the Context of Global Competence Table 3.1: Ideal-Typical Characteristics of Formal, Nonformal, and Informal Education Research Design Textbox 3.1: Interview Questions and Sequence Subject Pool and Participant Selection Textbox 3.2: NFE Organizations Considered for Analysis Limitations Preliminary Findings Defining Global Competence in the NFE Sector Overview of Key GCE Offerings NFE-FE GCE Relationships Table 3.2: Links between Nonformal Educators and Other Education Actors Case Studies Discussion Conclusion Acknowledgments References SECTION II. SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRESERVICE TEACHERS4 Developing Global Perspectives in Preservice 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 Table 4.1: Teaching Global Perspectives across the Curriculum Melissa’s Approach: Application of Human Rights Education Heather’s Approach: International Cooperation Gerardo’s Approach: Critical Global Education Common Activities Challenges in Global Education Conclusion References 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 Globally Competent Learning Continuum Action Research Framework Theoretical Framework Context and Participants Table 5.1: Participant Demographics Methodology Data Collection Table 5.2: Data Sources Findings and Discussion Qualitative Data Analysis Table 5.3: Globally Competent Learning Continuum: Examples of Participant Perspectives Quantitative Data Analysis Table 5.4: Globally Competent Learning Continuum Self-Assessment Values at Time 1 Table 5.5: Values for Each Element of the Globally Competent Learning Continuum at Time 1 and Time 2 Discussion of Results Limitations Figure 5.1: Transformative Learning via Action Research Conclusion References 6 Through Their Lenses: Preservice 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 Preservice Teachers Table 6.1: Participant Demographics Methodology Data Analysis Findings Forming Relationships Gaining Experience as Teachers Gaining Personal and Professional Self-Confidence Figure 6.1: Kelly’s Photo, England Contextual Learning Figure 6.2: Rachel’s Photo, Japan Expanding Their Worldview Analyzing Multiple Perspectives of Education Figure 6.3: Katie’s Photo, New Zealand Discussion Implications and Recommendations Conclusion References 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 Predeparture Preparation On-Site Support Program Design The Five Cs: Learning Languages and Student Teacher Immersion Table 7.1: Summary of the “Five Cs” from the Perspectives of “Learning Languages” and “International/Intercultural Student Teaching” In Support of the Structure The Five Cs in Student Teaching Immersion Experiences Communication Figure 7.1: On-Site Field Assignments Topics Aligned with the Five C Goal Areas Cultures Connections Comparisons CommunitiesDiscussion References SECTION III. INTERNATIONAL COLLABORATION IN TEACHER PREPARATION8 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 US 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 and the University of Central Florida Partnership The Challenge of Overcommitted 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 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 Figure 8.1: Racial Self-Identification of Program Participants Figure 8.2: Academic Standing of Program Participants Figure 8.3: Degree Intentions of Program Participants Participants’ Most Rewarding Experiences Participants’ Most Challenging Experiences Professional Development and Personal Growth Conclusion References 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 and Analysis Description of the Participants Findings Finding 1: Impact Was Felt on Both the Individual and the Institutional Level Table 9.1: Impacts of Global Partnership Finding 2: Benefit Was Mutual Table 9.2: Student/Faculty Responses on Teaching Impact Finding 3: Building Relationships as the Essential Foundation for Partnership Finding 4: Challenges Offer Opportunities to Practice the Bold Honesty and Open Dialogues that Sustain Healthy Partnerships Next Steps: Stepping up with Social Justice Discussion Conclusion References 10 Fostering Preservice 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 Table 10.1: GSJE Curricular Activity Summary Textbox 10.1: Identities Activity Course and Study Participants Research Methods Study Participants Data Sources Table 10.2: Participant Demographics Data Analysis Table 10.3: Data Analysis Framework Findings Awareness of Local and Global Social Justice Intercultural Competence Development Discussion Learning through Engagement in the GSJE Community Anticipated Use of GSJE in Their Future Teaching Conclusion References 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 Counternarratives 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 EDUCATORS12 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 Figure 12.1: Globally Competent Learning Continuum Figure 12.2: Four Dimensions of Teaching for Global Readiness Table 12.1: Crosswalk of the 12 GCLC Elements and the Four Dimensions of TGR Methods and Context Table 12.2: Presence of GCLC Elements and TGR Scale Items in Assigned Readings Participants Data Collection and Analysis Results Results from Pre- and Postexperience Surveys Table 12.3: Themes and Categorical Codes Extracted from Participant-Generated Written Reflections Agreement with Implementing Global Teaching Practices Figure 12.3: Implementing Global Teaching Practices Pre- and Postintervention (N = 10) Figure 12.4: Agreement with Implementing Global Teaching Practices Pre- and Postintervention (N = 10) Participant Ratings of Proficiency in Global Learning Figure 12.5: Participant Ratings of Proficiency in Global Learning Elements Pre- and Postintervention (N = 10) Results from Changes to Syllabi Results from Action Research Reports Table 12.4: Frequency Change of Global Teaching in Course Syllabi (N = 9) Findings from the Reflections Discussion and Conclusion Appendix: Assessment Instruments and Tools Acknowledgments References 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 Figure 13.1: Representation of the Analytic Process for the Evaluation Findings and Discussion Knowledge Navigation in Our CoP Knowledge Stewarding in Our CoP Table 13.1: Responses to: What parts of the monthly thematic units are most helpful? Relational Dynamics across Boundaries in Our CoP Contextual Dynamics of Participation in Our CoP Table 13.2: Rating Technical Support in the Forum (5 = Excellent) Conclusion Appendix: Online Global Forum on ESD for Teacher Educators Participant Survey References 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 1: Choose a Global Competence Framework Step 2: Plan an Intercultural Project Step 3: Integrate Global Competencies into Each Syllabus Section Table 14.1: Course Internationalization Process Applying the Course Revision Process to a Content Area Literacy Course Step 1: Choose Global Competence Framework Table 14.2: Outcomes Aligned to Standards and Global Competency Framework Step 2: Plan an Intercultural Project Step 3: Integrate GCs into Each Syllabus Section Table 14.3: Modified Schedule Textbox 14.1: Vocabulary Activity Textbox 14.2: Critical Literacy Text Search Textbox 14.3: Textbook Analysis Conclusion References 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) Table 15.1: Core Conceptual Dimensions of Global Citizenship Education as Actualized in the Faculty Development Program Transformative Learning Theory Research Methods Research Question Research Context Research Participants Table 15.2: Participant Information Sorted by Institution Type and Years of Experience 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 Bibliography Index About the Contributors

At School in the World moves deftly among research, practitioner experiences, conceptual synthesis, and essential models to affirm the value of our field and to explore its breadth and the opportunities it provides. This text could serve as a primer for those beginning to explore global education and, for those with more experience, as a reference text and a professional-learning resource.