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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5.2. Developing the Knowledge Component of Global Competence
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5.2.1. Results of the Interview Study
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5.2.1.4. Secondary School Teachers’ Feelings about Dealing with Global, Local and Intercultural Issues in their Classes

5.2.1.4. Secondary School Teachers’ Feelings about Dealing with Global, Local and Intercultural Issues in their Classes

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The interviewees generally reported on having positive feelings towards teaching about such complex issues. However, four of the participants (Á, E, H, I) indicated that unfortunately, they need to prepare a lot for lessons where they deal with global content, and not only do they need to prepare more for these specific occasions, but they also need to develop themselves consciously to be up-to-date and well-read about issues of global significance (Á, SZ). Édua, Leó and Emma stated that they look forward to those lessons where they deal with complex issues. Hedvig asserted that at the beginning she was a little afraid whether she would be prepared enough for these lessons and whether she would be able to deal with potential conflicts, and Leó also revealed that at first, he had concerns:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the beginning, I was reluctant to do it… as I was inexperienced, I did not know what would happen in such classes… what if they say something… not about me or to me because I’m quite flexible… but what if they say something and the other person doesn’t agree with that…and what if there’s a riot in the classroom? (T/L-3)
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

After a while, he had mainly positive experiences and now he is also looking forward to these lessons. Szilveszter and Áron also expressed quite positive feelings towards dealing with global content, they think that these are topics that are very close to their heart, and they feel authentic in their role to discuss such issues with their groups. As Édua put it, she has “made a special point of discussing global topics” with her groups, she “love[s] them very much”, she “feel[s] motivated and excited, not nervous,” and even “high” because she really wants to make a difference by entering discussions on these matters with her groups (T/É-3). All the negative aspects the participants mentioned are in connection with the factors influencing whether they bring in these issues in their groups, therefore, they are to be detailed in that section (2.5.1.8).
 
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