6.2. The Ways Secondary School EFL Teachers and University Tutors in EFL Teacher Training Develop the Knowledge Dimension of Global Competence in their Students
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Hivatkozások
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| Harvard: | Divéki Rita (2024): Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132Letöltve: https://uat.mersz.hu/hivatkozas/m1171digc_176_p1/#m1171digc_176_p1 (2026. 08. 09.)
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| Chicago: | Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132(Letöltve: 2026. 08. 09.https://uat.mersz.hu/hivatkozas/m1171digc_176_p1/#m1171digc_176_p1) | |
| APA: | Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132. (Letöltve: 2026. 08. 09.https://uat.mersz.hu/hivatkozas/m1171digc_176_p1/#m1171digc_176_p1) |
Similar to Research Question 1, data to answer Research Question 2 were collected in four independent but interrelated studies: in the university context, through an interview study involving five university teacher trainers (Study 1) and a questionnaire study involving 34 university tutors (Study 4), and in the secondary school context, through an interview study with the participation of 10 Hungarian secondary school teachers (Study 2) and in a questionnaire study with 182 secondary school teacher respondents (Study 3). The results of these studies can be found in Sections 4.2 and 5.2. In the following sections, the discussion of the results from the two contexts is showcased first separately and then, the implications of the results are presented together.