The purpose of this study was to determine what experiences a pre-service family and consumer sciences (FCS) teacher should participate in to develop globalization competency before entering the teaching profession. A modified Delphi method was used with a panel of 28 FCS teacher educators from various U.S. institutions. Consensus from three rounds of response statement data using an online collection tool was that FCS pre-service teachers should participate in nine experiences to develop their global competency. The findings provide FCS teacher educators and teacher preparation professionals with program direction to integrate essential experiences that support the development of a globally competent teacher during their education program. Keywords: globalization experiences, family and consumer sciences, globalization competencyGlobalization has blurred the lines of how individuals, families and communities live and work in today"s world. Business, industry, and higher education applicants are requesting globally competent students as a requirement for entry (Conner & Roberts, 2013). Specifically, these entities are wanting employees and students to be able interact and communicate with a diverse clientele, problem-solve independently, think critically, embrace differing erspectives, and have an awareness of worldly events. As a result of globalization, workforce needs have charged the education sector with ensuring secondary and post-secondary students are globally competent upon graduation (Longview, 2008).Conrad, Manise, Singmaster, and Watkins (2016) referred to global competency as the capacity and disposition to understand and act on issues of global significance. In order to produce globally competent graduates, the teachers and the curricula must encourage and promote the importance of globalization. However, most beginning teachers begin their career with mere surface knowledge of the world (Longview, 2008). Therefore, if teachers are not globally competent, it is unlikely they will prepare students to be globally competent. The lack of teacher competency in globalization can be a result of teacher education programs not engaging students in experiences to develop this competency (Zeichner, 2010). Globalization in Family and Consumer SciencesOriginally founded to teach housewifery and domestic skills, family and consumer sciences (FCS) education has evolved into problem-solving and critical thinking of perennial problems related to adulthood, the family, and work environment. Fedje (1999) noted that FCS sciences professionals need to assist students in thinking critically and globally; that this type of learning is crucial for students entering careers in global industries requiring complex decision-making. Globalization has impacted every subject matter of FCS from textiles to child development to consumer education. For example, knowing international policy for textile importation; using electronic currency; or practicing electronic interviewing. FCS teachers need to be cognizant of the glo...
The purpose of this study was to examine the challenges faced by secondary technology education (TE) teachers in Illinois. Specifically, the study sought to identify and categorize a list of challenges encountered during their first years in the TE profession as well as challenges that veteran TE teachers are facing in their current teaching assignment. Seventy-three TE teachers completed an online questionnaire. Twenty-six challenges were identified and of the top five challenges, only three, equipment, funding, and understanding what TE is were identified as a continuous challenge at each career stage. Knowing the challenges identified by TE teachers at different career stages can assist school administration and TE professionals in providing specific support to address these problematic areas in efforts to improve retention rates among TE teachers.
The purpose of this research was to evaluate the impact of a poverty simulation on family and consumer sciences (FCS) teachers' perception of poverty. FCS teachers (N = 47) from a midwestern state participated in a poverty simulation. Participants completed a questionnaire prior to and following participation in the simulation. Quantitative data suggested improvements in attitude, and the qualitative data produced themes for future education activities and teacher-student interactions. The simulation encourages more positive attitudes among FCS teachers regarding their perception of poverty.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.