6.1.3. Summary of The Views of Secondary School EFL Teachers and University Tutors Involved in Teacher Training about Global Competence Development

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To answer the first research question, the results of the four studies reveal that university tutors and secondary school teachers have a varying understanding of the notion of global competence: they suppose that it entails knowledge of cultural and global issues, the skills of effective and respectful communication, reasoning with information and perspective-taking and the attitude of openness. It would be beneficial to raise awareness of the other elements of global competence too in both pre-service and in-service teacher training to take a first step towards enabling teachers to develop these knowledge, skills, and attitudes in their students.

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Even if the participating teachers and tutors do not necessarily have a full picture of the notion of global competence, they do believe that it is important for their students to become global citizens and their language classes provide terrain for global competence development. 94.2% of the university tutors participating in the questionnaire study (n = 32; N = 34) believe that it is either important (n = 11) or extremely important (n = 21) for their students to become global citizens, and 88.2% of them think that it is either important (n = 12) or extremely important (n = 18) to nurture a global mindset in university language development seminars. These findings are consistent with those of the interview study: university teacher trainers regard GCED as an important component of teacher training, they identify with the role of global teachers, and they would prefer it if it appeared more markedly in teacher training programmes. Naturally, integrating GCED into teacher education is not an easy undertaking; however, by engaging multiple stakeholders (e.g., NGOs, policymakers, teacher associations, teachers, and teacher educators) (Bourn et al., 2017; Tarozzi, 2020) and by following the guidelines proposed by Wiksten (2020) and Goodwin (2019) (see in Section 2.1.4.4), teacher training programmes could be enhanced and infused with the global perspective.

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Secondary school teachers (N = 182) think rather similarly about GCED: they believe it is important for their students to become global citizens, with 84.7% of them (n = 155) either claiming that it is either quite important (n = 59) or extremely important (n = 96). Most of these participants (n = 143) also believe that it is either important (n = 65) or extremely important (n = 78) to nurture global citizens in the EFL class. The participants of the interview study view GCED similarly: they think that it is important to bring issues of global, local, and intercultural significance into their lessons and to develop students’ global competence. Also, from the interview study, it has become apparent that even though the participants feel that global competence development is their responsibility and though they feel that they are in a privileged position as language teachers, they would need a myriad of factors for successful implementation. What became evident is that their primary need is to become global citizens, or to develop themselves in this role first, to be authentic in developing their students’ global competence. However, for this, they would need time and money, so that they could read, prepare for these lessons, travel, get to know foreigners, and go to professional development workshops.

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The most important implication of these studies is that global competence development should be markedly present in initial teacher education. The findings of the studies suggest that even though the participants have a close understanding of global competence, some components need to be made more explicit, and university methodology lectures or seminars could provide a suitable space to acquire more knowledge about this framework. Furthermore, even though the participants already use learner-centred activities to address issues of global significance, it would be worth putting more emphasis on instructing teacher trainees how to conduct experiential learning activities in their groups. First, however, it would be important to engage teacher trainees in such experiential activities (e.g., service-learning, drama, web-collaboration projects) so that they develop their own global competence and realise the benefits of these activities through experience. Consequently, teacher education and continuous professional development programmes should endeavour to nurture globally competent teacher trainees, who in turn, will also have sufficient pedagogical content knowledge to implement GCED in their classes.
 
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