Developing Global Competence in the Hungarian EFL Classroom - Appendix U The Profile of a Globally Competent Teacher

Appendix U The Profile of a Globally Competent Teacher

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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__229/#m1171digc_table_109 (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__229/#m1171digc_table_109)

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__229/#m1171digc_table_109)

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Table U1 Comparison of the Participating Tutors and Teachers’ Description of Globally Competent Teachers with the Literature

Component	Characteristics in the Literature	Emerging Characteristics in Teachers’ and Tutors’ answers
Knowledge	Knowledge of world history (Longview Foundation, n.d.)
	Knowledge of geography (Longview Foundation, n.d.)
	Knowledge of cultures (Longview Foundation, n.d.)
	Knowledge of economic systems (Longview Foundation, n.d.)
	Strong subject knowledge (UNESCO, 2018)
		Well-informedness
Skills	Lifelong learning (Pike & Selby, 1988)	Lifelong learning
	Language skills (Longview Foundation, n.d.)
	Cross-cultural skills (Longview Foundation, n.d.)	Intercultural skills
	Effective classroom management skills (UNESCO, 2018)
	Inclusiveness (UNESCO, 2018)
	Sensitivity to students’ different needs (UNESCO, 2018)	Sensitivity
		Empathy
Attitudes	Global-mindedness (Pike & Selby, 1988)
	Future-orientedness (Pike & Selby, 1988)
	Concern for the development of the whole person (Pike & Selby, 1988)
	Commitment to ethical citizenship (Longview Foundation, n.d.)
	Commitment to nurturing global citizens (Longview Foundation, n.d.)
	Curiosity (Longview Foundation, n.d.)	Curiosity
	Readiness to adopt new technologies (UNESCO, 2018)
		Openness and open-mindedness
		Tolerance
		Acceptance
Values	Congruence (Pike & Selby, 1988)	Authenticity
Pedagogical content knowledge	Facilitating discussions (Pike & Selby, 1988)
	Seeking functional interdependence across the curriculum (Pike & Selby, 1988)
	Shifting the focus and locus of decision-making (Pike & Selby, 1988)	Involving students in the decision-making Creating a safe and democratic atmosphere
	Employing a range of teaching and learning styles (Pike & Selby, 1988)
	Employing a range of work modes and activities (Cates, 2004; UNESCO, 2018)	Using teaching methods appropriate to address issues of global interest
	Teaching students to analyse different primary sources, perspectives and stereotypes (Longview Foundation, n.d.)
	Using a dual syllabus (Cates, 2004; OUP, 2021)
	Knowledge of the global (international) dimensions of one’s subject (Longview Foundation, n.d.)
		Knowledge of the students and their interests
		Modelling global competence in action (being a role model)
Other dispositions	Being a community teacher (Pike & Selby, 1988)
	Being a global citizen (Andreotti, 2012)	Global competence
		Intercultural competence

Appendix U The Profile of a Globally Competent Teacher

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