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Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
6. Discussion of the Results
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
6.2.2. What Attitudes do Secondary School EFL Teachers and University EFL Teacher Trainers in Hungary Have Towards Dealing with Local, Global, and Intercultural Issues? (RQ 2.2)
6.2.2. What Attitudes do Secondary School EFL Teachers and University EFL Teacher Trainers in Hungary Have Towards Dealing with Local, Global, and Intercultural Issues? (RQ 2.2)
6.2.2.1. University Tutors’ Attitudes towards Dealing with Global Content
6.2.2.2. Secondary School Teachers’ Attitudes towards Dealing with Global Content
Eszköztár
Tartalomjegyzék
Developing Global Competence in the Hungarian EFL Classroom
COPYRIGHT PAGE
Foreword
Acknowledgements
List of Acronyms
1. Introduction
1.1. The Background
1.2. The Aims and the Research Niche
2. Review of the Literature
2.1. Theoretical Background
2.1.1. Quality Education in the 21st Century
2.1.2. Global Education
2.1.2.1. The Evolution of Global Education in Europe
2.1.2.2. Global Citizenship Education
2.1.2.3. Global Competence
2.1.3. Global Education in the EFL Class
2.1.3.1. The Rationale Behind Nurturing Global Citizens in the EFL Classroom
2.1.3.2. Global Citizenship Education in the EFL Class
2.1.3.3. Content-Based Instruction
2.1.3.4. The Global Content in the EFL Class
2.1.4. The Role of the Teacher in Implementing Global Education
2.1.4.1. Teachers as Agents of Change
2.1.4.2. Teachers’ Approaches to Dealing with Controversy
2.1.4.3. The Global Teacher
2.1.4.4. The Role of Teacher Education
2.1.5. The Methodology of Global Competence Development in the EFL Classroom
2.1.5.1. The General Characteristics of the GCED Approach
2.1.5.2. Creating the Suitable Atmosphere for Dealing with Challenging Topics
2.1.5.3. Materials for Dealing with Global, Local, and Intercultural Issues
2.1.5.4. Global Competence Development through Audio-Visual Materials
2.1.5.5. Global Competence Development through Literary Texts
2.1.5.6. Global Competence Development through Speaking Activities
2.1.5.7. Global Competence Development through Experiential Learning Activities
2.2. Empirical Studies on Global Citizenship Education in English Language Teaching
2.2.1. Teachers’ Attitudes towards Dealing with Controversial Global Issues in the EFL Class
2.2.2. Students’ Attitudes towards Dealing with Controversial Global Issues in the EFL Class
2.2.3. Teachers’ Views on Global Citizenship Education in the EFL class
2.2.4. Good Practices of the Incorporation of the Global Perspective into the EFL Class
2.2.4.1. Good Practices: Developing Students’ Global Competence through Audio-Visual Materials
2.2.4.2. Good Practices: Developing Students’ Global Competence through Literary Texts
2.2.4.3. Good Practices: Developing Students’ Global Competence through Speaking Activities
2.2.4.4 Good Practices: Developing Students’ Global Competence through Experiential Learning Activities
2.3. Rationale for the Research Project
2.3.1. The State of GCED in Hungarian Secondary Schools
2.3.2. The State of GCED in EFL Teacher Training
2.3.3. The Research Niche
3. Research Design and Methods
3.1. Research Questions
3.2. Research Design
3.3. Studies 1 and 2 – The Interview Studies
3.3.1. Participants and the Setting
3.3.1.1. The Pilot Study at a University in Budapest
3.3.1.2. Study 1 – The Main Study in the University Context in Hungary
3.3.1.3. Study 2 – The Main Study in the Secondary School Context
3.3.2. Methods of Data Collection and Analysis
3.3.2.1. The Pilot Study in the University Context
3.3.2.2. Study 1 – The Main Study in the University Context
3.3.2.3. Study 2 – The Main Study in the Secondary School Context
3.3.3. Quality Control
3.4. Studies 3 and 4 – The Questionnaire Studies
3.4.1. Participants and Setting
3.4.1.1. The Pilot Study in the Secondary School Context
3.4.1.2. Study 3 – The Main Study in the Secondary School Context
3.4.1.3. Study 4 – University Context
3.4.2. Data Collection and Analysis
3.4.2.1. The Creation of the Instrument
3.4.2.2. Pilot Study and the Validation of the Questionnaire
3.4.2.2. Study 3 – The Main Study in the Secondary School Context
3.4.2.3. Study 4 – The Main Study in the University Context
3.5. Studies 5 and 6 – The Classroom Studies
3.5.1. Participants and Setting
3.5.1.1. The Pilot Studies in the University and Secondary School Contexts
3.5.1.2. Study 6 – The Secondary School Study
3.5.2. Methods of Data Collection and Analysis
3.5.2.1. The Creation of the Worksheets
3.5.2.2. Piloting the Worksheets at the University in the Author’s Own Classes (Study 5)
3.5.2.3. Piloting the Worksheets in the Secondary School Setting
3.5.2.4. Study 6 – Main Study in the Secondary School Context
3.5.3. Quality Control
3.6. Studies 7 and 8 – Focus Group Interview Studies
3.6.1. Participants and Setting
3.6.1.1. The Pilot Study (Study 7)
3.6.1.2. Study 8 – The Study with Secondary School Teachers
3.6.2. Methods of Data Collection and Analysis
3.6.2.1. The Pilot (Study 7)
3.6.2.2. Study 8 – The Study with Secondary School Teachers
3.6.3. Quality Control
3.7. The Limitations of the Research Project
3.8. Ethical Concerns
4. University Tutors’ Views and Practices Concerning GCD – Presentation of the Results from the University Context
4.1. Tutors’ Views on Global Competence Development
4.1.1. Results of the Interview Study
4.1.1.1. 21 st-Century Expectations
4.1.1.2. Being Globally Competent
4.1.1.3. Global Competence Development in University Tutors’ Lessons
4.1.1.4. Whose Responsibility is it to Develop Students’ Global Competence?
4.1.1.5. Being a Globally Competent Teacher
4.1.1.6. Global Competence Development in Teacher Education
4.1.2. Results of the Questionnaire Study
4.1.2.1. The Components of Global Competence
4.1.2.2. Being a Globally Competent Teacher
4.1.2.4. Global Competence Development in Teacher Training
4.2. Developing the Knowledge Component of Global Competence
4.2.1. Results of the Interview Study
4.2.2. Results of the Questionnaire Study
4.3. Good Practices in Developing Students’ Global Competence
4.3.1. The Results of the Classroom Study
4.3.1.1. Activities Based on Dear Future Generations
4.3.1.2. Activities Based on From the Encyclopaedia of Alternative Facts
4.3.1.3. Activities Based on Get Free
4.3.1.4. Activities Based on Open Your World
4.3.1.5. Activities Based on The Happy Broadcast
4.3.1.6. Activities Based on What Makes a Good Life
4.3.1.7. Activities Based on The Life Cycle of a T-Shirt
4.3.2. The Results of the Focus Group Interview Study
4.3.2.1. The Optimal Environment in the Classroom
4.3.2.2. Preparing for Challenging Discussions
4.3.2.3. Managing Conflict in the Classroom
4.3.2.4. Revealing One’s Opinion in the Classroom
4.3.2.5. Activities Used for Developing Students’ Global Competence in University Lessons
4.3.2.6. Students’ Attitudes towards Activities Aimed at Global Competence Development
5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
5.1. Secondary School Teachers’ Views on Global Competence Development
5.1.1. Results of the Interview Study
5.1.1.1. 21st-Century Expectations
5.1.1.2. The Components of Global Competence
5.1.1.3. Global Competence Development in the Participants’ EFL Lessons
5.1.1.4. Whose Task is it to Develop Students’ Global Competence?
5.1.1.5. Being a Globally Competent Teacher
5.1.1.6. What Hungarian Secondary School EFL Teachers Need to Effectively Develop their Students’ Global Competence
5.1.2. Results of the Questionnaire Study
5.1.2.1. The Components of Global Competence
5.1.2.2. Being a Globally Competent Teacher
5.1.2.3. Global Competence Development in Secondary Schools
5.2. Developing the Knowledge Component of Global Competence
5.2.1. Results of the Interview Study
5.2.1.1. Topics Teachers Like Dealing with in their Classes
5.2.1.2. Global, Local and Intercultural Issues in Secondary School Teachers’ Classes
5.2.1.3. Global, Local, and Intercultural Issues Secondary School Teachers Do Not Deal with in their Classes
5.2.1.4. Secondary School Teachers’ Feelings about Dealing with Global, Local and Intercultural Issues in their Classes
5.2.1.5. The Frequency of the Inclusion of Global, Local and Intercultural Issues in English Classes
5.2.1.6. The Importance of Dealing with Global, Local and Intercultural Issues in English Classes
5.2.1.7. Aspects Influencing the Inclusion of the Global Content in English Classes
5.2.2. Results of the Questionnaire Study
5.2.2.1. Topics Secondary School Teachers Deal with in their Classes
5.2.2.2. Topics Secondary School Teachers Do Not Deal with in their Classes
5.2.2.3. Secondary School Teachers’ Feelings in Connection with Global, Local and Intercultural Issues in their Classes
5.2.2.4. The Frequency of the Inclusion of Global, Local and Intercultural Issues in Secondary School Classes
5.2.2.5. The Importance of the Inclusion of Global, Local and Intercultural Issues in Secondary School Teachers’ EFL Classes
5.2.2.6. Aspects Influencing the Inclusion of Global Content in Secondary EFL Classes
5.3. Good Practices in Developing Students’ Global Competence
5.3.1. The Results of the Classroom Study
5.3.1.1. Activities Based on Dear Future Generations
5.3.1.2. Activities Based on From the Encyclopaedia of Alternative Facts
5.3.1.3. Activities Based on Get Free
5.3.1.4. Activities Based on High on Humans
5.3.1.5. Activities Based on The Happy Broadcast
5.3.1.6. Activities Based on What Makes a Good Life
5.3.1.7. Activities Based on The Life Cycle of a T-shirt
5.3.2. The Results of the Focus Group Interview Study
5.3.2.1. The Optimal Classroom Environment
5.3.2.2. Preparing the Group for Challenging Discussions
5.3.2.3. Fruitful Discussions about Challenging Issues
5.3.2.4. Dealing with Conflict in the Classroom
5.3.2.4. Revealing One’s Opinion in the Classroom
5.3.2.5. Activities Used for Developing Students’ Global Competence in Secondary School English Lessons
5.3.2.6. The Usefulness of the Activities Created for the Classroom Research Project
5.3.2.7. Students’ Attitudes towards Dealing with Global, Local and Intercultural Issues in Class
6. Discussion of the Results
6.1. The Views of Secondary School EFL Teachers and University Tutors in EFL Teacher Training on Developing Students’ Global Competence
6.1.1. What do Hungarian Secondary School EFL Teachers and University Tutors in EFL Teacher Training Understand by Global Competence Development? (RQ1.1)
6.1.1.1. University Tutors’ Understanding of Global Competence Development.
6.1.1.2. Secondary School Teachers’ Understanding of Global Competence Development
6.1.2. How do Hungarian Secondary School EFL Teachers and University Tutors in EFL Teacher Training View their Role in Developing Students’ Global Competence? (RQ1.2)
6.1.2.1. University Tutors’ Views about their Role in Developing their Students’ Global Competence
6.1.2.2. Secondary School Teachers’ Views about their Role in Developing their Students’ Global Competence
6.1.3. Summary of The Views of Secondary School EFL Teachers and University Tutors Involved in Teacher Training about Global Competence Development
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
6.2.1. What Topics do Hungarian Secondary School EFL Teachers and University Tutors in EFL Teacher Training Deal with for Global Competence Development? (RQ 2.1)
6.2.1.1. Topics University Tutors Deal with for GCD
6.2.1.2. Topics Secondary School Teachers Deal with for GCD
6.2.2. What Attitudes do Secondary School EFL Teachers and University EFL Teacher Trainers in Hungary Have Towards Dealing with Local, Global, and Intercultural Issues? (RQ 2.2)
6.2.2.1. University Tutors’ Attitudes towards Dealing with Global Content
6.2.2.2. Secondary School Teachers’ Attitudes towards Dealing with Global Content
6.2.3. What Influences Secondary School EFL Teachers and University Tutors in EFL Teacher Training in Hungary in Dealing with Local, Global, and Intercultural Issues? (RQ 2.3)
6.2.4. Summary of the Ways Secondary School EFL Teachers and University Tutors in EFL Teacher Training in Hungary Develop the Knowledge Dimension of Global Competence in their Students
6.3. Good Practices in the Ways Secondary School EFL Teachers and University Tutors in EFL Teacher Training Develop their Students’ Global Competence in Practice
6.3.1. What Approach do Secondary School EFL Teachers and University Tutors in EFL Teacher Training in Hungary Take when Dealing with Local, Global, and Intercultural Issues for Global Competence Development? (RQ 3.1)
6.3.2. How do Hungarian Secondary School EFL Teachers and University Tutors in EFL Teacher Training Create a Safe Space for Doing Activities Aimed to Develop Global Competence? (RQ 3.2)
6.3.3. What Activity Types do Hungarian Secondary School EFL Teachers and University Tutors in EFL Teacher Training Use to Develop their Students’ Global Competence? (RQ 3.3)
6.3.4. What Views do Secondary School EFL Teachers and University Tutors in EFL Teacher Training in Hungary Hold on Activities Aimed to Develop Students’ Global Competence? (RQ 3.4)
6.3.5. What are the Students’ Views on Activities Aimed to Develop Global Competence? (RQ 3.5)
6.3.6. Summary of the Good Practices in the Ways Secondary School EFL Teachers and University Tutors in EFL Teacher Training in Hungary Develop their Students’ Global Competence
7. Conclusion
7.1. Summary of the Most Important Findings
7.2. The Main Pedagogical Implications and Recommendations
7.3. Limitations and Future Research Directions
References
Appendices
Appendix A The Overview of the Research Design
Appendix B Interview Guide for Teacher Trainers (Translated to English)
Appendix C Interview Guide for Secondary School Teachers (Translated to English)
Appendix D Call for Participation in the Questionnaire Study for Secondary School Teachers (Translated to English)
Appendix E Calls for Participation in the Questionnaire Study Sent out to University Teacher Trainers
Appendix E1 The First Call
Appendix E2 The Second Call
Appendix F Questionnaire for Secondary School Teachers
Appendix G Questionnaire – Global, Local, and Intercultural Issues in the EFL Class
Appendix H Overview of the Activity Sequences Created for the Classroom Research Project
Appendix I The Activity Sequences Used for the Classroom Study
Appendix J Help Provided to the Participating Secondary School Teachers
Appendix J1 Variations of the Activity Sequences for Online Classes
Appendix J2 An Example of a Teacher’s Guide Accompanying the Worksheets
Appendix K Feedback Sheet for the Students
Appendix L Focus Group Interview Guide for Teacher Trainers
Appendix M Focus Group Interview Guide for Secondary School Teachers (Translated to English)
Appendix N The Emerging Themes from the Interview Study with University Tutors Involved in Teacher Training
Appendix O Tables from the Questionnaire Study with University Teacher Trainers
Appendix P University Students’ Creations
Appendix P1 Letters and Poems to Future Generations
Appendix P2 Infographics from the Dear Future Generations Project
Appendix P3 Open your world – How to bridge the political divide?
Appendix P4 What makes a good life? – Students’ Interviews with their Elderly Relatives and Infographics on Loneliness among the Elderly in Hungary
Appendix P5 Sustainability Projects Created for the Life Cycle of a T-shirt Lesson
Appendix Q Emerging Themes from the Focus Group Interview with Teacher Trainers
Appendix R The Emerging Themes from the Interview Study with Secondary School Teachers
Appendix S Tables from the Results of the Questionnaire with Secondary School Teachers
Appendix T Emerging Themes from the Focus Group Interviews with Secondary School Teachers
Appendix U The Profile of a Globally Competent Teacher
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