Appendix U The Profile of a Globally Competent Teacher
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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_109/#m1171digc_table_109 (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_table_109/#m1171digc_table_109) | |
| 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_table_109/#m1171digc_table_109) |
Table U1 Comparison of the Participating Tutors and Teachers’ Description of Globally Competent Teachers with the Literature
Component |
Characteristics in the Literature | Emerging Characteristics in Teachers’ and Tutors’ answers |
Knowledge |
Knowledge of world history (Longview Foundation, n.d.) | |
Knowledge of geography (Longview Foundation, n.d.) | ||
Knowledge of cultures (Longview Foundation, n.d.) | ||
Knowledge of economic systems (Longview Foundation, n.d.) | ||
Strong subject knowledge (UNESCO, 2018) | ||
Well-informedness | ||
Skills |
Lifelong learning (Pike & Selby, 1988) | Lifelong learning |
Language skills (Longview Foundation, n.d.) | ||
Cross-cultural skills (Longview Foundation, n.d.) | Intercultural skills | |
Effective classroom management skills (UNESCO, 2018) | ||
Inclusiveness (UNESCO, 2018) |
||
Sensitivity to students’ different needs (UNESCO, 2018) | Sensitivity | |
Empathy | ||
Attitudes |
Global-mindedness (Pike & Selby, 1988) | |
Future-orientedness (Pike & Selby, 1988) | ||
Concern for the development of the whole person (Pike & Selby, 1988) | ||
Commitment to ethical citizenship (Longview Foundation, n.d.) | ||
Commitment to nurturing global citizens (Longview Foundation, n.d.) | ||
Curiosity (Longview Foundation, n.d.) | Curiosity | |
Readiness to adopt new technologies (UNESCO, 2018) | ||
Openness and open-mindedness | ||
Tolerance | ||
Acceptance | ||
Values | Congruence (Pike & Selby, 1988) | Authenticity |
Pedagogical content knowledge | Facilitating discussions (Pike & Selby, 1988) | |
Seeking functional interdependence across the curriculum (Pike & Selby, 1988) | ||
Shifting the focus and locus of decision-making (Pike & Selby, 1988) | Involving students in the decision-making Creating a safe and democratic atmosphere | |
Employing a range of teaching and learning styles (Pike & Selby, 1988) | ||
Employing a range of work modes and activities (Cates, 2004; UNESCO, 2018) |
Using teaching methods appropriate to address issues of global interest | |
Teaching students to analyse different primary sources, perspectives and stereotypes (Longview Foundation, n.d.) | ||
Using a dual syllabus (Cates, 2004; OUP, 2021) | ||
Knowledge of the global (international) dimensions of one’s subject (Longview Foundation, n.d.) | ||
Knowledge of the students and their interests | ||
Modelling global competence in action (being a role model) | ||
Other dispositions |
Being a community teacher (Pike & Selby, 1988) | |
Being a global citizen (Andreotti, 2012) |
Global competence | |
Intercultural competence |