Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
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5.1. Secondary School Teachers’ Views on Global Competence Development
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5.1.2. Results of the Questionnaire Study
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5.1.2.2. Being a Globally Competent Teacher

5.1.2.2. Being a Globally Competent Teacher

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The respondents were also asked to enumerate two to four characteristics of a globally competent teacher. The data provided to this open-ended question were collected into a Microsoft Word document and subjected to content analysis. The emerging themes were then organised in the same manner as described in Section 4.1.2.2. Table S2 (Appendix S) summarises the results of the content analysis: the emerging themes can be found on the right, together with the number of participants who mentioned them in brackets, and my categorisation of the types of characteristics proposed by the respondents can be seen on the left.

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As Table S2 shows, five main categories were created, referring to teachers’ overall competences, the attitudes, skills, and knowledge they need to be globally competent and the pedagogical content knowledge they need in their classrooms. Many of the characteristics enumerated overlap with the ones they mentioned for global citizens, and some teachers only wrote “the same as above” in response to the question. As it can be seen in the table, most of the commonly mentioned themes overlap with the characteristics of global citizens, but it is noteworthy to mention that according to the participants, globally competent teachers must be, above all, open (n = 84), well-informed (n = 42), tolerant (n = 36), accepting (n = 36), and empathetic (n = 20). Many of the participants only concentrated on the knowledge, skills, and attitudes dimensions, and only a few of them mentioned characteristics that are teaching specific, such as being a role models for their students (n = 5).

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The participants were also asked to rate on a five-point Likert scale to what extent they thought the characteristics they enumerated were true for them, so to what extent they regarded themselves as global teachers. The respondents partially saw themselves as globally competent teachers (M = 3.87; SD = .81), with 19.2% of the participants (n = 32) stating that the characteristics they listed were absolutely true for them, 53.8% (n = 98) stating that they were quite true for them, 23.6% (n = 43) stating that they were partly true for them, 1.1% (n = 2) stating that they were rather not true for them, and 2.2% of them (n = 4) stating that they were not at all true for them. It may be interesting to note at this point that only one participant claimed that they do not consider themselves to be global citizens at all, but four teachers feel that they do not possess the characteristics of a globally competent teacher at all.
 
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