Appendix N The Emerging Themes from the Interview Study with University Tutors Involved in Teacher Training
A jegyzet hozzáadásához kérjük, lépj be!
Hivatkozások
Válaszd ki a számodra megfelelő formátumot:
| 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_table_100/#m1171digc_table_100 (2026. 08. 08.)
| |
| Chicago: | Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132(Letöltve: 2026. 08. 08.https://uat.mersz.hu/hivatkozas/m1171digc_table_100/#m1171digc_table_100) | |
| APA: | Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132. (Letöltve: 2026. 08. 08.https://uat.mersz.hu/hivatkozas/m1171digc_table_100/#m1171digc_table_100) |
Table N1 Tutors’ Views on Global Competence Development
Themes |
Sub-themes |
Global Competence Development in University Tutors’ Lessons |
Bringing the global content into class (everyone) Students choose their own topics (SI, SK, SR, SU) Student presentations (SI, SK, SR) Debating (SI, SK, SM, SR) Projects (SI, SR) Experiential learning (SK, SR) |
Responsibility to Develop Students’ Global Competence |
Educating students (everyone) More easily done in language classes (SI, SU) Every teacher’s responsibility (everyone) Students’ own responsibility (U, I) University’s role (SI, SK, SM) |
Language Teacher or Educator? | Educator (SI, SM, SR, SU) |
Profile of a Globally Competent Teacher | Democratic, authentic atmosphere (SM, SR) Democratic decision-making in the classroom (SI, SK) Meta-awareness (SI, SU) Experiential learning (SK, SR) |
Global Competence Development in Teacher Education | Essential (everyone) It is already present (SK, SU) Should be present more markedly (SM, SR) |
A jegyzet hozzáadásához kérjük, lépj be!
Hivatkozások
Válaszd ki a számodra megfelelő formátumot:
| 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_table_101/#m1171digc_table_101 (2026. 08. 08.)
| |
| Chicago: | Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132(Letöltve: 2026. 08. 08.https://uat.mersz.hu/hivatkozas/m1171digc_table_101/#m1171digc_table_101) | |
| APA: | Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132. (Letöltve: 2026. 08. 08.https://uat.mersz.hu/hivatkozas/m1171digc_table_101/#m1171digc_table_101) |
Table N2 Developing the Knowledge Component of Global Competence
Themes |
Sub-themes |
Teaching First-Year Language Development Classes | Really love teaching these courses (everyone) Transformation (SI, SK, SU) Free to select what to cover (everyone) Topics at the exam (SI, SK, SU) Coursebook (SI, SM, SU) Students’ interest (SK, SR) |
Global Issues |
A variety of issues: migration, gender equality, climate change, poverty, financial inequality, world politics, world conflicts, globalisation, bullying, mental health issues, recycling, and global health issues (SI, SM, SR, SU) No deliberate inclusion (SK, SR) |
Local Issues |
Hardly any (everyone) Education (SM, SR) |
Intercultural Issues | No explicit mention (SI, SU) Cultural differences (everyone) |
Topics Tutors Do Not Include | No taboos (SM, SR, SU) Politics and religion (SK, SM, SU) |
Feelings in connection with Teaching Global Content | Generally positive feelings (SI, SM, SR, SU) Anxiety (SI, SM). |
Frequency of the Inclusion of Global Content | Regularly (SI, SR, SU) |
Importance of Dealing with Issues of Global Significance |
Extremely important (SI, SM) Unavoidable (SI, SK, SR) |
Background Variables Influencing the Inclusion of Global Content |
The topicality of the issue (SI, SK, SM, SU) The core material (SI, SM, SU) Students’ interests (SK, SM, SU) Language value (SI, SM, SR, SU) |