Signature Pedagogies in Global Competence Education: Understanding Quality Teaching Practice

Mansilla, Verónica Boix; Chua, Flossie

doi:10.1007/978-981-10-1673-8_5

Cited by 39 publications

(68 citation statements)

References 5 publications

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“…Globalization created a more direct relationship among law, ethics, social sciences, and chemistry; such a relationship needs to be identified by new curricula to better serve and prepare students . Global competence can be defined as “the capacity and disposition to understand and act on issues of global significance” …”

Section: Theoretical Frameworkmentioning

confidence: 99%

Surveying Italian and International Baccalaureate Teachers to Compare Their Opinions on System Concept and Interdisciplinary Approaches in Chemistry Education

Celestino

Marchetti

2020

J. Chem. Educ.

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This paper focuses on system concept use in teaching either chemical core concepts or interdisciplinary chemistry-related topics. The system concept is important in order to develop global competences, and chemistry teaching plays a key role in this context. A questionnaire has been administered to two different samples, Italian teachers and International Baccalaureate (IB) teachers, in order to investigate their opinions about the issues involved. The most significant differences and similarities emerging from the survey have been analyzed mostly by dendrograms and then commented on. With due caution, it is possible to suppose similar attitudes in the two groups of teachers except for some aspects. For example, the analysis of system concept knowledge within pure chemistry highlights some deficiencies: Italian teachers in particular show a low level of epistemological awareness about the systemic character of chemistry, whereas its knowledge would allow not only a chemistry teaching improvement but also a productive use of chemical explanations in other scientific and nonscientific fields, especially in the social sciences; as a consequence, it would facilitate interdisciplinary teaching. Therefore, science teachers need epistemological insight into chemical systemic aspects, that may be provided by high quality textbooks and training initiatives focusing on the systemic character of chemistry and its interdisciplinary connections. In an analysis of chemistry teachers only, Italian teachers support interdisciplinary teaching more strongly than IB teachers, despite the rigidity and the state of crisis of the Italian education system, often attributed to a lack of broad-minded teachers. This evidence indicates a promising resource for the Italian education system. Moreover, a similar kind of questionnaire can be utilized by other education researchers in order to isolate and analyze some teachers’ attitudes regardless the very different education systems in which every sample works.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Surveying Italian and International Baccalaureate Teachers to Compare Their Opinions on System Concept and Interdisciplinary Approaches in Chemistry Education

Celestino

Marchetti

2020

J. Chem. Educ.

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“…Boix-Mansilla and Jackson (2011) observe that ‘virtually every major issue people face – from climate change to national security to public health – has a global dimension’ (p. 97). Such interconnected perspectives and universalism engender appreciation of the sensitivities and adaptability required of the global citizen.…”

Section: Global Citizenship Educationmentioning

confidence: 99%

Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education

Palmer

2016

Jnl of Research in Internatl Education

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The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.

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“…Over the years and decades, these foundations have been developed and adopted by national states and various international organisations such as the Council of Europe (2002) in terms of global education, UNESCO (2015) in terms of global citizenship education, and, most recently, OECD in terms of the assessment of global competencies within the Programme for International Student Assessment (PISA) 2018 framework. Sälzer and Roczen (2018) explain that while, as the concept global competence, has been used in common language for several decades (e.g., Hanvey, 1976;Lambert, 1994), it is a relatively young scientific construct (Boix Mansilla & Jackson, 2013;Reimers, 2010) and is mostly studied in the Western context (Deardorff, 2011). Skinner (2012) adds that very little academic research has been carried out in the field of global education in Slovenia or in the wider Central Eastern European region.…”

Section: Introductionmentioning

confidence: 99%

Global Competencies of Slovenian Students: Relatedness of Knowledge, Skills, Attitudes, and Values

Štremfel¹,

Ivančič²

2023

PED

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The aim of the article is to explicate, compared to the OECD average, lower perceived global competencies of Slovenian 15-year-olds in PISA 2018. The results demonstrate the relatedness of different domains of global competencies. Based on the results, the article exposes the importance of establishing an appropriate national framework, which would strengthen students’ knowledge as a basis for cultivating all other virtues (skills, attitudes, and values) of modern global citizens.

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Signature Pedagogies in Global Competence Education: Understanding Quality Teaching Practice

Cited by 39 publications

References 5 publications

Surveying Italian and International Baccalaureate Teachers to Compare Their Opinions on System Concept and Interdisciplinary Approaches in Chemistry Education

Surveying Italian and International Baccalaureate Teachers to Compare Their Opinions on System Concept and Interdisciplinary Approaches in Chemistry Education

Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education

Global Competencies of Slovenian Students: Relatedness of Knowledge, Skills, Attitudes, and Values

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