Appendix S Tables from the Results of the Questionnaire with Secondary School Teachers
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Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
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__227/#m1171digc_table_106 (2025. 01. 29.)
Chicago
Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640132 (Letöltve: 2025. 01. 29. https://mersz.hu/dokumentum/m1171digc__227/#m1171digc_table_106)
APA
Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636640132. (Letöltve: 2025. 01. 29. https://mersz.hu/dokumentum/m1171digc__227/#m1171digc_table_106)
Table S1 The Components of Global Competence According to OECD and the Participating Secondary School Teachers (N = 182)
Component |
OECD components | Secondary School Teachers’ answers |
Knowledge | Knowledge about environmental sustainability |
Sustainability (3) Natural sciences (8) Ecological knowledge (18) |
Knowledge of global issues |
Knowledge of global challenges (18) Knowledge of local and global issues (10) | |
Intercultural knowledge |
Intercultural knowledge (14) | |
Knowledge about culture and intercultural relations | Historical knowledge (18) Knowledge of literature (2) Cultural knowledge (37) | |
Knowledge about socio-economic development and interdependence | Geographical knowledge (11) Economic knowledge (15) Sociological knowledge (34) Understanding global-economic links (2) Understanding global causes and effects (3) | |
Knowledge about global institutions, conflicts, and human rights | Knowledge of legal systems (3) Human rights (6) Politics (29) Citizenship (2) | |
Psychological knowledge (2) General knowledge (12) Self-knowledge (2) Well-informedness (32) | ||
Skills | Reasoning with information |
Ability to choose and compare information (2) Reading comprehension (7) ICT (21) Media literacy (2) Critical thinking (30) Logical thinking (5) Source criticism (5) Rational decision making (11) |
Communicating effectively and respectfully | Communication (28) Being able to have effective interactions (2) Argumentation (17) Intercultural skills (4) Cooperation (17) Foreign language skills (52) | |
Perspective taking |
Social sensitivity (3) Attentiveness (2) Empathy (62) Emotional intelligence (3) | |
Conflict management and resolution | Conflict management (3) Creativity (7) Problem solving (11) Assertiveness (9) Taking the initiative (2) | |
Adaptability |
Flexibility (4) Adaptability (20) | |
Attitudes and Values | Openness towards people from different cultural backgrounds | Openness towards different cultures (2) Open-mindedness (85) Tolerance (32) Curiosity (40) Acceptance (85) |
Respect |
Respect (3) | |
Global mindedness |
Global mindedness (3) Green attitude (7) | |
Values human dignity and diversity | Caring about collective well-being (6) Altruism (5) Benevolence (2) | |
Responsibility (9) Being pro-active (5) Well-grounded moral values (3) Optimism (8) Mindfulness (2) Motivation (2) LLL (7) |
Jegyzet elhelyezéséhez, kérjük, lépj be.!
Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
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__227/#m1171digc_table_107 (2025. 01. 29.)
Chicago
Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640132 (Letöltve: 2025. 01. 29. https://mersz.hu/dokumentum/m1171digc__227/#m1171digc_table_107)
APA
Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636640132. (Letöltve: 2025. 01. 29. https://mersz.hu/dokumentum/m1171digc__227/#m1171digc_table_107)
Table S2 The Characteristics of a Globally Competent Teacher as Seen by the Respondents of the Questionnaire Study
Themes |
Sub-themes |
Competence |
Global citizen (3) |
Skills |
Empathy (20) Flexibility (9) Adaptability (3) Sensitivity (5) Taking a stand in an objective manner (2) Argumentation skills (2) Good communication skills (6) Responsible critical thinking (3) Perspective-taking (7) Problem-solving (2) Analysing information (4) Assertiveness (2) Conflict management (2) Creativity (2) LLL (4) |
Attitudes/Values |
Openness (84) Open-mindedness (7) Readiness to sensitize the students (2) Readiness to debate and enter discussions (4) Critical mindset (4) Curiosity (19) Acceptance (36) Tolerance (36) Versatility (3) Authenticity (2) Commitment to social justice (2) Free of judgement (4) Being unbiased/objective (4) Positivity/Optimism (3) Being committed and responsible (2) Having the desire to learn (2) |
(Content) knowledge | Well-informed (42) Well-read (3) Knowledge about the most important social issues (2) |
Pedagogical content knowledge | Moderating discussions (4) Making everyone feel safe (2) Showing the importance of their subject (3) Pointing to the relevance of global matters (2) Capturing students’ interests (3) Choosing topics based on students’ interests (2) Being a facilitator (2) Encouraging students to think autonomously (3) Encouraging the students to think in systems (2) Sensitizing the students (2) Developing students’ global competence (2) Being a role model for students (5) |
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