Developing Global Competence in the Hungarian EFL Classroom - Appendix N The Emerging Themes from the Interview Study with University Tutors Involved in Teacher Training

Appendix N The Emerging Themes from the Interview Study with University Tutors Involved in Teacher Training

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Harvard

Divéki Rita (2024): Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640132 Letöltve: https://mersz.hu/dokumentum/m1171digc__217/#m1171digc_table_100 (2025. 03. 02.)

Chicago

Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640132 (Letöltve: 2025. 03. 02. https://mersz.hu/dokumentum/m1171digc__217/#m1171digc_table_100)

APA

Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636640132. (Letöltve: 2025. 03. 02. https://mersz.hu/dokumentum/m1171digc__217/#m1171digc_table_100)

Table N1 Tutors’ Views on Global Competence Development

Themes	Sub-themes
Global Competence Development in University Tutors’ Lessons	Bringing the global content into class (everyone) Students choose their own topics (SI, SK, SR, SU) Student presentations (SI, SK, SR) Debating (SI, SK, SM, SR) Projects (SI, SR) Experiential learning (SK, SR)
Responsibility to Develop Students’ Global Competence	Educating students (everyone) More easily done in language classes (SI, SU) Every teacher’s responsibility (everyone) Students’ own responsibility (U, I) University’s role (SI, SK, SM)
Language Teacher or Educator?	Educator (SI, SM, SR, SU)
Profile of a Globally Competent Teacher	Democratic, authentic atmosphere (SM, SR) Democratic decision-making in the classroom (SI, SK) Meta-awareness (SI, SU) Experiential learning (SK, SR)
Global Competence Development in Teacher Education	Essential (everyone) It is already present (SK, SU) Should be present more markedly (SM, SR)

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Table N2 Developing the Knowledge Component of Global Competence

Themes	Sub-themes
Teaching First-Year Language Development Classes	Really love teaching these courses (everyone) Transformation (SI, SK, SU) Free to select what to cover (everyone) Topics at the exam (SI, SK, SU) Coursebook (SI, SM, SU) Students’ interest (SK, SR)
Global Issues	A variety of issues: migration, gender equality, climate change, poverty, financial inequality, world politics, world conflicts, globalisation, bullying, mental health issues, recycling, and global health issues (SI, SM, SR, SU) No deliberate inclusion (SK, SR)
Local Issues	Hardly any (everyone) Education (SM, SR)
Intercultural Issues	No explicit mention (SI, SU) Cultural differences (everyone)
Topics Tutors Do Not Include	No taboos (SM, SR, SU) Politics and religion (SK, SM, SU)
Feelings in connection with Teaching Global Content	Generally positive feelings (SI, SM, SR, SU) Anxiety (SI, SM).
Frequency of the Inclusion of Global Content	Regularly (SI, SR, SU)
Importance of Dealing with Issues of Global Significance	Extremely important (SI, SM) Unavoidable (SI, SK, SR)
Background Variables Influencing the Inclusion of Global Content	The topicality of the issue (SI, SK, SM, SU) The core material (SI, SM, SU) Students’ interests (SK, SM, SU) Language value (SI, SM, SR, SU)