International Mindedness: A Revised Conceptual Framework

Metli, Akın; Lane, Jennie F.

doi:10.1177/1475240920976229

Cited by 13 publications

(14 citation statements)

References 34 publications

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“…On the other hand, it was found that the SRLSCNP sub‐dimension, which has the strongest relationship with SES, is international mindedness (IM). It is stated that IM is about developing an understanding of the complexity, diversity, and motives that underlie human actions and that individuals with IM are open‐minded and respect each other's cultures and beliefs (Hacking et al, 2018; Metli & Lane, 2020). In this respect, as the SES level increases, the increase in IM levels will contribute to the individual development of nursing students and support the professional development of the nursing profession.…”

Section: Discussionmentioning

confidence: 99%

The relationships between self‐regulated learning in clinical nursing practice and self‐efficacy: A cross‐sectional study among nursing students

Doğu

Karadaş

Bacaksız

2022

Perspect Psychiatric Care

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Purpose: The aim is to examine self-regulated learning and self-efficacy levels of nursing students, the relationship between them, and to reveal the variables that make a significant difference.Design and Methods: This descriptive, cross-sectional study was conducted with a total of 417 nursing students. The data were collected using the Self-Regulated Learning Scale in Clinical Nursing Practice and Self-Efficacy Scale.Findings: Nursing students have high self-regulated learning (60.28 ± 11.47) and moderate self-efficacy (62.72 ± 11.04) scores, and there is a weak positive and significant relationship between them (r = 0.349, p < 0.001). Students' gender, grade, and self-confidence in practice made a significant difference in the scores (p < 0.05).Practical Implications: Developing the self-regulated learning levels of nursing students can help increase the clinical practice performance of students by affecting their self-efficacy levels.

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Section: Discussionmentioning

confidence: 99%

The relationships between self‐regulated learning in clinical nursing practice and self‐efficacy: A cross‐sectional study among nursing students

Doğu

Karadaş

Bacaksız

2022

Perspect Psychiatric Care

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“…The fact that the world is being even more and globalized affords a space for the need for international mindedness to allow people to communicate globally based on a degree of respect based on an understanding of human nature. As illustrated by Metli and Lane [35], given that, the world is increasingly interconnected, globalized, and multicultural, there are more opportunities for people of today's world to communicate easily with those with different cultures. Hence, the role of international mindedness is to facilitate such global-scale communication between world nations.…”

Section: Significance Of International Mindednessmentioning

confidence: 99%

Perspective Chapter: Teacher Education in a Multicultural Globalizing World – Field-Based Reflections

Makram¹

2023

Education and Human Development

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International educational contexts are increasing rapidly, and many teachers find themselves working in contexts that they may not be fully aware of. The aim of the current study was to investigate how preservice English as a foreign language (EFL) teachers at an Egyptian higher education institution (HEI) conceptualize international mindedness in light of their teaching practices. To answer the current research question, a semi-structured interview was conducted using qualitative methodology where participants (n = 7) were interviewed online through Teams. These sample participants are in the course of their academic education as preservice English language teachers. The responses were afterward coded and analyzed using thematic analysis. The findings indicate that the participants showed some degree of international-mindedness. The responses also highlight that these preservice teachers’ perceptions of international mindedness are pedagogically-oriented, meaning that it is geared toward issues of teaching and curriculum content delivery rather than understanding the nature of international mindedness. The findings are discussed in light of the theoretical framework and the particular context of the current study. Implications for research and practice as well as research recommendations are presented.

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“…Along with the increased use of the term IM by the IB, there has also been a growth in literature on IM that has tried to develop a stronger academic base and justification for the use of the term (Metli and Lane, 2020; Barratt Hacking and Taylor, 2020). As a major proponent of IM, Hill (2015) has tried to identify the roots of IM in differing cultural traditions.…”

Section: The Concept Of International Mindednessmentioning

confidence: 99%

“…He sees this in the ideas of collective agency in the East (from Confucius 551-479 BCE), learning as a holistic process in the West (from ancient Greek writers), and ideas of respect and undertaking life-long learning (from the Muslim world). In the case of Metli and Lane (2020), a revised framework for considering IM was offered, while Barratt Hacking and Taylor (2020) have sought to broaden our understanding of IM by looking at it from a posthuman perspective that focuses less on human exceptionalism.…”

Section: The Concept Of International Mindednessmentioning

confidence: 99%

Interpreting International Mindedness in Dutch State-funded International Schools: an educational leadership perspective

Scott

2023

Jnl of Research in Internatl Education

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This article focuses on the challenges faced by educational leaders of international schools in conceptualising international mindedness. Further articles are planned which will focus on how the wider social and school context influence educational leaders’ promotion of international mindedness, and on why educational leaders are drawn to values-leadership models in its promotion. The use of the term international mindedness has grown significantly over the last thirty years. It is now in common usage in many international schools (Hayden et al, 2015), and is used specifically by both the International Baccalaureate and the International Primary Curriculum to describe the core values that underpin the educational programmes they offer. It is a broad concept whose advocates claim it encapsulates the values and ideals of international education that seek to promote greater global understanding and awareness (Hill, 2014). However, the value and appropriateness of the term remain contested (Haywood, 2015; Savva and Stanfield, 2018). There is also a growing body of literature that has highlighted the importance of educational leaders in promoting school-wide values (Hallinger and Huber, 2012; Day et al, 2016). If we are to better understand the significance of international mindedness to the wider field of international schools, we need to develop a greater awareness of what shapes educational leaders’ understanding of a core value such as international mindedness, and what it is they hope to achieve within the wider social and school context within which they are operating. The first section of this article explores how international mindedness is conceptualised and the current debates surrounding it, presenting a conceptual framework for international mindedness that draws on academic literature from the wider field of international education. The second section is based on empirical research carried out into educational leadership in a group of international schools.

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International Mindedness: A Revised Conceptual Framework

Cited by 13 publications

References 34 publications

The relationships between self‐regulated learning in clinical nursing practice and self‐efficacy: A cross‐sectional study among nursing students

The relationships between self‐regulated learning in clinical nursing practice and self‐efficacy: A cross‐sectional study among nursing students

Perspective Chapter: Teacher Education in a Multicultural Globalizing World – Field-Based Reflections

Interpreting International Mindedness in Dutch State-funded International Schools: an educational leadership perspective

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