{"product_id":"at-school-in-the-world-developing-globally-engaged-teachers-9781538153826","title":"At School in the World: Developing Globally","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the importance of and necessity for incorporating global citizenship and intercultural competence development into education curricula at all levels and in every region of the world. \u003c\/p\u003e\u003cp\u003eThrough insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help teacher educators, teachers, and education policy developers to:\u003c\/p\u003e\u003col\u003e\n\u003cli\u003edevelop their awareness of the importance of internationalization of teacher education; \u003c\/li\u003e\n\u003cli\u003edevelop their intercultural competence; and \u003c\/li\u003e\n\u003cli\u003elearn strategies for incorporating global approaches in their courses and programs.\u003c\/li\u003e\n\u003c\/ol\u003e\u003cp\u003eThis volume includes the voices of 47 emerging and distinguished intercultural education scholars from over ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, and pre- and in-service teachers (undergraduate as well as graduate).\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword (Miri Yemini)\u003c\/p\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003eSECTION I: GLOBAL COMPETENCE\u003c\/p\u003e\u003cp\u003eChapter 1:Intercultural Competence as the Core to Developing Globally Engaged Teachers (Nanda Dimitrov \u0026amp; Darla K. Deardorff)\u003c\/p\u003e\u003cp\u003eWhat Competencies Do Globally Engaged Teachers Need?\u003c\/p\u003e\u003cp\u003eDeveloping the Core: Intercultural Competence\u003c\/p\u003e\u003cp\u003eAttitudes\u003c\/p\u003e\u003cp\u003eKnowledge\u003c\/p\u003e\u003cp\u003eSkills\u003c\/p\u003e\u003cp\u003eInternal Outcomes\u003c\/p\u003e\u003cp\u003eExternal Outcomes\u003c\/p\u003e\u003cp\u003eImplications for Teaching Development\u003c\/p\u003e\u003cp\u003eDeveloping Further: Intercultural Teaching Competence\u003c\/p\u003e\u003cp\u003eCurrent Trends and Gaps in Instructor Development\u003c\/p\u003e\u003cp\u003eGaps\u003c\/p\u003e\u003cp\u003eMentoring for Intercultural Teaching Competence: Current Approaches and Future Possibilities\u003c\/p\u003e\u003cp\u003eOrganization\/Curriculum Level Preparation\u003c\/p\u003e\u003cp\u003eIndividual Instructor Development: Beyond Awareness\u003c\/p\u003e\u003cp\u003eDeveloping Perspective-Taking and Awareness of Positionality\u003c\/p\u003e\u003cp\u003eExperiential and Community-Engaged Approaches\u003c\/p\u003e\u003cp\u003eFacilitation Skill Practice with Feedback\u003c\/p\u003e\u003cp\u003eDeveloping Curriculum Design Competencies\u003c\/p\u003e\u003cp\u003eGuided Reflection\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 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)\u003c\/p\u003e\u003cp\u003eInternational Intergovernmental Conceptions of Global Competence Education\u003c\/p\u003e\u003cp\u003eOrganisation for Economic Co-operation and Development (OECD)\u003c\/p\u003e\u003cp\u003eThe United Nations Educational, Scientific, and Cultural Organization (UNESCO)\u003c\/p\u003e\u003cp\u003eCouncil of Europe (CoE)\u003c\/p\u003e\u003cp\u003eEuropean Union (EU)\u003c\/p\u003e\u003cp\u003eDiscussion of Conceptions of Global Competence\u003c\/p\u003e\u003cp\u003eFrom Inter-Governmental Strategies to Practical Implementation\u003c\/p\u003e\u003cp\u003eSelected National Conceptions of Global Competence Education\u003c\/p\u003e\u003cp\u003eBelgium (Flanders)\u003c\/p\u003e\u003cp\u003eBrazil\u003c\/p\u003e\u003cp\u003eCanada\u003c\/p\u003e\u003cp\u003eEgypt\u003c\/p\u003e\u003cp\u003eFinland\u003c\/p\u003e\u003cp\u003eGreece\u003c\/p\u003e\u003cp\u003eItaly\u003c\/p\u003e\u003cp\u003eNew Zealand\u003c\/p\u003e\u003cp\u003eSingapore\u003c\/p\u003e\u003cp\u003eSouth Korea\u003c\/p\u003e\u003cp\u003eUnited Kingdom\u003c\/p\u003e\u003cp\u003eUnited States\u003c\/p\u003e\u003cp\u003eComparing National Strategies\u003c\/p\u003e\u003cp\u003eApproaches\u003c\/p\u003e\u003cp\u003eKey Actors\u003c\/p\u003e\u003cp\u003eConsiderations for Successfully Embedding Global Competence in School Education\u003c\/p\u003e\u003cp\u003eStakeholder Alignment\u003c\/p\u003e\u003cp\u003eHolistic Approach\u003c\/p\u003e\u003cp\u003eProfessional Development for Teachers and Teacher Trainees\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 3: The Non-Formal Education Sector and Global Competence Education (Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)\u003c\/p\u003e\u003cp\u003eDefining the Non-Formal Education Sector in the Context of Global Competence\u003c\/p\u003e\u003cp\u003eResearch Design\u003c\/p\u003e\u003cp\u003eSubject Pool and Participant Selection\u003c\/p\u003e\u003cp\u003eLimitations\u003c\/p\u003e\u003cp\u003ePreliminary Findings\u003c\/p\u003e\u003cp\u003eDefining Global Competence in the NFE Sector\u003c\/p\u003e\u003cp\u003eOverview of Key Global Competence Education Offerings\u003c\/p\u003e\u003cp\u003eNFE-FE GCE Relationships\u003c\/p\u003e\u003cp\u003eCase Studies\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAsia Society\u003c\/li\u003e\n\u003cli\u003eInspire Citizens\u003c\/li\u003e\n\u003cli\u003eMUNDU (Bridge 47 Network Member)\u003c\/li\u003e\n\u003cli\u003eAFS Intercultural Programs and European Federation for Intercultural Learning (EFIL)\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDiscussion\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eSECTION II: SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRE-SERVICE TEACHERS\u003c\/p\u003e\u003cp\u003eChapter 4: Developing Global Perspectives in Pre-Service Teachers: Approaches from the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather Linville)\u003c\/p\u003e\u003cp\u003eDefining Global Education\u003c\/p\u003e\u003cp\u003eGlobal Education in our Teaching Context\u003c\/p\u003e\u003cp\u003eTeaching Approaches: Opportunities in Global Education\u003c\/p\u003e\u003cp\u003eMelissa’s Approach: Application of Human Rights Education\u003c\/p\u003e\u003cp\u003eHeather’s Approach: International Cooperation\u003c\/p\u003e\u003cp\u003eGerardo’s Approach: Critical Global Education\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eLiterature Circles\u003c\/li\u003e\n\u003cli\u003eCritical Analysis of Curriculum\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eCommon Activities\u003c\/p\u003e\u003cp\u003eChallenges in Global Education\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 5: Global Competence Development Through the Lens of Graduate Students in Action Research Courses (Alina Slapac, Sarah A. Coppersmith, and Jingxin Cheng)\u003c\/p\u003e\u003cp\u003eGlobal Competence in Schools of Education\u003c\/p\u003e\u003cp\u003eAction Research Framework\u003c\/p\u003e\u003cp\u003eTheoretical Framework\u003c\/p\u003e\u003cp\u003eContext and Participants\u003c\/p\u003e\u003cp\u003eMethodology\u003c\/p\u003e\u003cp\u003eData Collection\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eReflections\u003c\/li\u003e\n\u003cli\u003eSelf-Assessment Using the GCLC\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eFindings and Discussion\u003c\/p\u003e\u003cp\u003eQualitative Data Analysis\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eParticipants’ Perspectives on their Own Global Competence\u003c\/li\u003e\n\u003cli\u003eRelationship of Global Competence in Formulating and Framing Action Research\u003c\/li\u003e\n\u003cli\u003eContinuing to Grow as a Globally Competent Teacher\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eQuantitative Data Analysis\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePre Self-Assessment Results\u003c\/li\u003e\n\u003cli\u003ePost Self-Assessment Results\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDiscussion of Results\u003c\/p\u003e\u003cp\u003eLimitations\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 6: Through Their lenses: Pre-Service Teachers’ Perceptions of the Value of Their International Teaching Experiences (Kimberly Howard)\u003c\/p\u003e\u003cp\u003eDeveloping Global Competence and Empathy\u003c\/p\u003e\u003cp\u003eComplications with Studying ITEs\u003c\/p\u003e\u003cp\u003eUnderstanding ITEs Through the Lenses of Pre-Service Teachers\u003c\/p\u003e\u003cp\u003eMethodology\u003c\/p\u003e\u003cp\u003eData Analysis\u003c\/p\u003e\u003cp\u003eFindings\u003c\/p\u003e\u003cp\u003eForming Relationships\u003c\/p\u003e\u003cp\u003eGaining Experience as Teachers\u003c\/p\u003e\u003cp\u003eGaining Personal and Professional Self-Confidence\u003c\/p\u003e\u003cp\u003eConceptual Learning\u003c\/p\u003e\u003cp\u003eExpanding Their Worldview\u003c\/p\u003e\u003cp\u003eAnalyzing Multiple Perspectives of Education\u003c\/p\u003e\u003cp\u003eDiscussion\u003c\/p\u003e\u003cp\u003eImplications and Recommendations\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 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)\u003c\/p\u003e\u003cp\u003eWorld-Readiness Standards for Learning Languages\u003c\/p\u003e\u003cp\u003eIn a Nutshell: Global Gateway for Teachers\u003c\/p\u003e\u003cp\u003ePre-Departure Preparation\u003c\/p\u003e\u003cp\u003eOn-Site Support\u003c\/p\u003e\u003cp\u003eProgram Design\u003c\/p\u003e\u003cp\u003eThe Five Cs: Learning Languages and Student Teacher Immersion\u003c\/p\u003e\u003cp\u003eIn Support of the Structure\u003c\/p\u003e\u003cp\u003eThe Five Cs in Student Teaching Immersion Experiences\u003c\/p\u003e\u003cp\u003eCommunication\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePreparation\u003c\/li\u003e\n\u003cli\u003eOn-Site\u003c\/li\u003e\n\u003cli\u003eStudent Teacher Voices\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eCultures\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePreparation\u003c\/li\u003e\n\u003cli\u003eOn-Site\u003c\/li\u003e\n\u003cli\u003eStudent Teacher Voices\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConnections\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePreparation\u003c\/li\u003e\n\u003cli\u003eOn-Site\u003c\/li\u003e\n\u003cli\u003eStudent Teacher Voices\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eCommunities\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePreparation\u003c\/li\u003e\n\u003cli\u003eOn-Site\u003c\/li\u003e\n\u003cli\u003eStudent Teacher Voices\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDiscussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eSECTION III: INTERNATIONAL COLLABORATION IN TEACHER PREPARATION\u003c\/p\u003e\u003cp\u003eChapter 8: 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)\u003c\/p\u003e\u003cp\u003eThe Transformation of the Rewards and Challenges of U.S. Study Abroad Programs\u003c\/p\u003e\u003cp\u003eIntercultural Competence in Teacher Education\u003c\/p\u003e\u003cp\u003eIssues Related to Global South-North Partnerships\u003c\/p\u003e\u003cp\u003eNotions of Decoloniality and “Othering”\u003c\/p\u003e\u003cp\u003eDeveloping Sustainable and Equitable Global South-North Partnerships\u003c\/p\u003e\u003cp\u003eThe University of Botswana (UB) and the University of Central Florida (UCF) Partnership\u003c\/p\u003e\u003cp\u003eThe Challenge of Over-Committed Faculty from the Global South\u003c\/p\u003e\u003cp\u003eThe Challenge of Linking Collaborative Partnerships to Quality Programs\u003c\/p\u003e\u003cp\u003eFinancial Hurdles\u003c\/p\u003e\u003cp\u003eTheoretical Perspectives on the Impact of Globalization, Study Abroad, and Global Partnerships\u003c\/p\u003e\u003cp\u003eInternationalization and Global Competence\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eImpact on Culturally Responsive Pedagogy\u003c\/li\u003e\n\u003cli\u003ePerceptions of the Global North and South\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eColonialism, Decoloniality, and Their Impact on Globalization\u003c\/p\u003e\u003cp\u003eCritical Cosmopolitan and Social Justice\u003c\/p\u003e\u003cp\u003eGlobal Citizenship\u003c\/p\u003e\u003cp\u003eMoving from Theory to Practice\u003c\/p\u003e\u003cp\u003eMethodology\u003c\/p\u003e\u003cp\u003eParticipant Demographics\u003c\/p\u003e\u003cp\u003eResults\u003c\/p\u003e\u003cp\u003eBasic Knowledge Acquisition\u003c\/p\u003e\u003cp\u003eParticipants’ Most Rewarding Experiences\u003c\/p\u003e\u003cp\u003eParticipants’ Most Challenging Experiences\u003c\/p\u003e\u003cp\u003eProfessional Development and Personal Growth\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 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)\u003c\/p\u003e\u003cp\u003eContext and Components of Partnership\u003c\/p\u003e\u003cp\u003eConceptual Framework\u003c\/p\u003e\u003cp\u003eResearch Questions\u003c\/p\u003e\u003cp\u003eReview of the Literature\u003c\/p\u003e\u003cp\u003eBenefits of Teacher Exchange\u003c\/p\u003e\u003cp\u003eImpacts of Global Partnerships\u003c\/p\u003e\u003cp\u003eCall for Social Justice\u003c\/p\u003e\u003cp\u003eMethod\u003c\/p\u003e\u003cp\u003eQualitative Inquiry\/Case Study\u003c\/p\u003e\u003cp\u003eData Collection \u0026amp; Analysis\u003c\/p\u003e\u003cp\u003eDescription of the Participants\u003c\/p\u003e\u003cp\u003eFindings\u003c\/p\u003e\u003cp\u003eFinding 1: Impact Was Felt on Both the Individual and the Institutional Level\u003c\/p\u003e\u003cp\u003eFinding 2: Benefit was Mutual\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eBenefits to Kenyan Participants \u0026amp; Institution\u003c\/li\u003e\n\u003cli\u003eInstitutional Impact in Kenya\u003c\/li\u003e\n\u003cli\u003eBenefits to American Participants and Institution\u003c\/li\u003e\n\u003cli\u003eGoing Abroad is Perspective-Altering\u003c\/li\u003e\n\u003cli\u003eInstitutional Impact in the US\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eFinding 3: Building Relationships as the Essential Foundation for Partnership\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eInstructor-to-Student Relationships\u003c\/li\u003e\n\u003cli\u003eStudent-to-Student Relationships\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eFinding 4: Challenges Offer Opportunities to Practice the Bold Honesty and Open Dialogues that Sustain Healthy Partnerships\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCommunication\u003c\/li\u003e\n\u003cli\u003eRisk-Taking and Vulnerability\u003c\/li\u003e\n\u003cli\u003eUnequal Resources\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eNext Steps: Stepping up with Social Justice\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA Vision for Partnership Growth\u003c\/li\u003e\n\u003cli\u003eSocial Justice Imperative: Global Access to Quality Teacher Education\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDiscussion\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 10:Fostering Pre-Service 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)\u003c\/p\u003e\u003cp\u003eReview of Relevant Literature and Theoretical Perspectives\u003c\/p\u003e\u003cp\u003eSocial Justice in Teacher Education\u003c\/p\u003e\u003cp\u003eIntercultural Competence\u003c\/p\u003e\u003cp\u003eCommunity of Practice\u003c\/p\u003e\u003cp\u003eCourse Design and Implementation\u003c\/p\u003e\u003cp\u003eCourse and Study Participants\u003c\/p\u003e\u003cp\u003eResearch Methods\u003c\/p\u003e\u003cp\u003eStudy Participants\u003cbr\u003eData Sources\u003c\/p\u003e\u003cp\u003eData Analysis\u003c\/p\u003e\u003cp\u003eFindings\u003c\/p\u003e\u003cp\u003eAwareness of Local and Global Social Justice\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eConceptions of Social Justice Related to Redistribution, Recognition, and Representation\u003c\/li\u003e\n\u003cli\u003eExploration of Local and Global Social Justice in Educational Contexts\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eIntercultural Competence Development\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAwareness of Self and Others\u003c\/li\u003e\n\u003cli\u003eCultural Sensitivity and Intercultural Communication Skills\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDiscussion\u003c\/p\u003e\u003cp\u003eLearning Through Engagement in the GSJE Community\u003c\/p\u003e\u003cp\u003eAnticipated Use of GSJE in Their Future Teaching\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 11: Modeling Global Teaching Pedagogies in Virtual Teacher Exchange (Laura Boynton Hauerwas, Davide Capperucci, and Ilaria Salvadori)\u003c\/p\u003e\u003cp\u003eGlobal Values and Competencies in Teaching\u003c\/p\u003e\u003cp\u003eCollaborative Virtual Exchange\u003c\/p\u003e\u003cp\u003eItalian-US American Collaborative Virtual Exchange\u003c\/p\u003e\u003cp\u003eModeling and Authentic Practice of Global Teaching\u003c\/p\u003e\u003cp\u003eSituating Issues in Global and Local Context\u003c\/p\u003e\u003cp\u003eCounter Narratives\u003c\/p\u003e\u003cp\u003eDialogical Experiences and Thinking Routines\u003c\/p\u003e\u003cp\u003eFour Phases of the Virtual Exchange\u003c\/p\u003e\u003cp\u003eDesigning Virtual Exchange for Developing Global Competence\u003c\/p\u003e\u003cp\u003eScaffolding Intercultural Communication\u003c\/p\u003e\u003cp\u003eExperiencing Global Teaching and Applying it Authentically\u003c\/p\u003e\u003cp\u003eIntegrating Reflexivity\u003c\/p\u003e\u003cp\u003eConclusions for Teacher Educators\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eSECTION IV: PROFESSIONAL DEVELOPMENT FOR TEACHER EDUCATORS\u003c\/p\u003e\u003cp\u003eChapter 12: Internationalizing Teaching and Learning Through Faculty Inquiry Circles (Shea Kerkhoff, Natalie Bolton, Chudi Zhou, and Lihong Wang)\u003c\/p\u003e\u003cp\u003eReview of Relevant Literature\u003c\/p\u003e\u003cp\u003eTheoretical Framework\u003c\/p\u003e\u003cp\u003eGlobally Competent Learning Continuum \u003c\/p\u003e\u003cp\u003eTeaching for Global Readiness \u003c\/p\u003e\u003cp\u003eMethods and Context\u003c\/p\u003e\u003cp\u003eParticipants\u003c\/p\u003e\u003cp\u003eData Collection and Analysis\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eSurveys\u003c\/li\u003e\n\u003cli\u003eSyllabi and Action Research Reports\u003c\/li\u003e\n\u003cli\u003eReflections\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eResults\u003c\/p\u003e\u003cp\u003eResults from Pre- and Post-Experience Surveys\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eFrequency of Implementing Global Teaching Practices Pre- and Post-Intervention\u003c\/li\u003e\n\u003cli\u003eAgreement with Implementing Global Teaching Practices Pre- and Post-Intervention\u003c\/li\u003e\n\u003cli\u003eParticipant Ratings of Proficiency in Global Learning Pre- and Post-Intervention\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eResults from Changes to Syllabi\u003c\/p\u003e\u003cp\u003eResults from Action Research Reports\u003c\/p\u003e\u003cp\u003eFindings from the Reflections\u003c\/p\u003e\u003cul\u003e\u003cli\u003eTaking Action\u003c\/li\u003e\u003c\/ul\u003e\u003cul\u003e\n\u003cli\u003eBenefit for the Instructor\u003c\/li\u003e\n\u003cli\u003eChallenge for the Instructor\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDiscussion and Conclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAcknowledgments\u003c\/p\u003e\u003cp\u003eChapter 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)\u003c\/p\u003e\u003cp\u003eOnline Learning Communities\u003c\/p\u003e\u003cp\u003eKnowledge Navigation and Stewarding in Communities of Practice\u003c\/p\u003e\u003cp\u003eA Reflexive, Realistic Evaluative Study\u003c\/p\u003e\u003cp\u003eData Generation Methods and Analysis\u003c\/p\u003e\u003cp\u003eFindings and Discussion\u003c\/p\u003e\u003cp\u003eKnowledge Navigation in our Community of Practice\u003c\/p\u003e\u003cp\u003eKnowledge Stewarding in our Community of Practice\u003c\/p\u003e\u003cp\u003eRelational Dynamics across Boundaries in our Community of Practice\u003c\/p\u003e\u003cp\u003eContextual Dynamics of Participation in our Community of Practice\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTechnology and Access\u003c\/li\u003e\n\u003cli\u003eFinancial Challenges\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 14: Engaging Globally-Oriented Literacies in Teacher Education: A Guide to Syllabus Revision (Delane Bender-Slack)\u003c\/p\u003e\u003cp\u003eMy Evolution as an International Educator\u003c\/p\u003e\u003cp\u003eGlobal Learning\u003c\/p\u003e\u003cp\u003eGlobal Learning and Global Literacy\u003c\/p\u003e\u003cp\u003eInternationalizing a Course\u003c\/p\u003e\u003cp\u003eGeneral Process for Internationalizing a Course\u003c\/p\u003e\u003cp\u003eStep One: Choose a Global Competence Framework\u003c\/p\u003e\u003cp\u003eStep Two: Plan an Intercultural Project\u003c\/p\u003e\u003cp\u003eStep Three: Integrate Global Competencies into Each Syllabus Section\u003c\/p\u003e\u003cp\u003eApplying the Course Revision Process to a Content Area Literacy Course\u003c\/p\u003e\u003cp\u003eStep One: Choose Global Competence Framework\u003c\/p\u003e\u003cp\u003eStep Two: Plan an Intercultural Project\u003c\/p\u003e\u003cp\u003eStep Three: Integrate Global Competencies into Each Syllabus Section\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExamine the Course Schedule\u003c\/li\u003e\n\u003cli\u003eIncorporate New Activities\u003c\/li\u003e\n\u003cli\u003eIncorporate New Texts\u003c\/li\u003e\n\u003cli\u003eAnalyze and Adapt Current Assignments\u003c\/li\u003e\n\u003cli\u003eRevise Assessments\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 15: Challenges Encountered in Embedding Global Perspectives in Teacher Preparation Curriculum (Nilufer Guler and Carine Ullom)\u003c\/p\u003e\u003cp\u003eReview of the Literature\u003c\/p\u003e\u003cp\u003eGlobal Education\u003c\/p\u003e\u003cp\u003eTeacher Preparation and Global Competence Development\u003c\/p\u003e\u003cp\u003eTeacher Preparation Faculty and Global Education\u003c\/p\u003e\u003cp\u003eTheory and Framework\u003c\/p\u003e\u003cp\u003eCore Conceptual Dimensions of Global Citizenship Education (UNESCO)\u003c\/p\u003e\u003cp\u003eTransformative Learning Theory\u003c\/p\u003e\u003cp\u003eResearch Methods\u003c\/p\u003e\u003cp\u003eResearch Question\u003c\/p\u003e\u003cp\u003eResearch Context\u003c\/p\u003e\u003cp\u003eResearch Participants\u003c\/p\u003e\u003cp\u003eData Collection\u003c\/p\u003e\u003cp\u003eData Analysis\u003c\/p\u003e\u003cp\u003eResults and Discussion\u003c\/p\u003e\u003cp\u003eLack of Interest and Support within their Department\u003c\/p\u003e\u003cp\u003eStudent Lack of Interest\u003c\/p\u003e\u003cp\u003eLack of Opportunities and Time\u003c\/p\u003e\u003cp\u003eAdditional, Positive Findings\u003c\/p\u003e\u003cp\u003eDiscussion\u003c\/p\u003e\u003cp\u003eLimitations\u003c\/p\u003e\u003cp\u003eImplications and Recommendations\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAcknowledgement\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e\u003cp\u003eAbout the Contributors\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51041199718743,"sku":"9781538153826","price":90.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781538153826.jpg?v=1750949322","url":"https:\/\/bookcurl.com\/products\/at-school-in-the-world-developing-globally-engaged-teachers-9781538153826","provider":"Book Curl","version":"1.0","type":"link"}