6.2.4. Summary of the Ways Secondary School EFL Teachers and University Tutors in EFL Teacher Training in Hungary Develop the Knowledge Dimension of Global Competence in their Students

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Based on the findings of the four studies, it seems that both university tutors and secondary school teachers deal with a variety of global and intercultural issues in their lessons; however, they tend to steer away from certain local ones (mostly if they have political overtones). Secondary school teachers mostly tend to avoid hot button issues in Hungarian society, especially if they teach in secondary technical and vocational schools or if they teach in small towns. Moreover, concerning the second sub-research question (RQ 2.2), they have a reasonably positive attitude towards dealing with global content in class: they have mainly positive feelings towards dealing with complex issues in class, they deal with the global and intercultural issues quite frequently and they find these topics important. The youngest generation of teachers reported more positive attitudes towards dealing with controversial topics. Finally, as regards the third sub-research question (RQ 2.3), what emerged was that when choosing the topics, university tutors consider students’ interest, their own attitude and competence, the relevance and timeliness of the issues and whether they can find engaging materials the most, while secondary school teachers consider their competence, the materials, whether they have time to prepare for such lessons and students’ interest.

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The most important implications of the findings are for teacher education: in teacher training, it would be most important to green the content in every subject (Lányi & Kajner, 2018) and educate trainees about topics of global, local, and intercultural importance. As Lányi and Kajner (2018) posit, it would be vital to introduce sustainability-related and global issues through current local issues to show students the relevance of these topics in their lives. The subjects in EFL teacher training could be easily infused with the global perspective: in language development-related courses, tutors could introduce complex issues to their students while developing their language skills as well, but tutors of literature-, history-, culture- and linguistics-related courses could also look for creative opportunities in their curricula to integrate the global perspective. Moreover, in methodology-related courses, the trainees could learn how to engage their students in learning about global content, how to develop their global competence, how to act as facilitators, how to manage their groups during debates, how to handle conflict or even use it as a teachable moment, and how to accept that they cannot always answer every question. Apart from greening the curriculum, to develop global solidarity, trainees should be granted opportunities to collaborate with people from different cultural and linguistic backgrounds (e.g., through web-collaboration projects), and should be engaged in service-learning activities so that they understand that they can create a link between the classroom and their community. On the other hand, it would be highly beneficial to provide in-service teachers with similar opportunities so that they could develop in their global citizen roles and organise conferences and workshops for them on GCED so that they could broaden their methodological repertoire.
 
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