The Role of Transformative Leadership in Changing Teacher Education and Building Globally Competent Teachers
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10486945" target="_blank" >RIV/00216208:11410/24:10486945 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
The Role of Transformative Leadership in Changing Teacher Education and Building Globally Competent Teachers
Original language description
Alongside traditional notions of "national" citizenship, global challenges are currently reinforcing an understanding of citizenship as a person's belonging to a community that transcends the nation-state (Gaudelli, 2016; Schippling, 2020). In this context, global citizen is committed to "living together" in peace, understands the complex issues the world is currently facing and is willing to address them (UNESCO, 2015; Shultz & Elfert, 2018). "Living together" can be challenging in an interconnected world, in diverse societies, in times of economic crisis, austerity, increased fear and conflict (Welply, 2019). A natural response may also be growing global trend to implement global citizenship education into teacher education (Gaudelli, 2016) as a way how to encourage pupils to become global citizens. Yet, global competencies are still underdeveloped in pre-service teacher education and pre-service teachers feel underprepared in this area (Kopish, 2017; Goodwin, 2020). Because of this gap in teacher preparation, NGOs have become one of the key actors in teacher education in the last decade (McLean et. al., 2008; Gaudelli, 2016), although their impact on future teachers is uneven, episodic (Gaudelli, 2016).The chapter provides a theoretical perspective on how to transform selected approaches to global citizenship (e.g. Oxley & Morris, 2013; Andreotti, 2006) and existing models of globally competent teacher candidates (e.g. Kerkhoff & Cloud, 2020; Crawford et. al., 2020; Kopish, 2017; Longview Foundation & LEARN NC, 2016) to teacher education curriculum, thereby supporting teachers in systematically developing their global competencies and ability to instil these competencies in their future students (Longview Foundation & LEARN NC, 2016) in order to overcome the main barrier, i.e. lack of teacher capacity (O'Meara et. al, 2018), and to promote a more just, peaceful, tolerant and inclusive society (Schultz & Elfert, 2018).
Czech name
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Czech description
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Classification
Type
C - Chapter in a specialist book
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
The Bloomsbury Handbook of Diversity, Crises and Transformative Leadership in Higher Education
ISBN
978-1-350-41443-3
Number of pages of the result
17
Pages from-to
197-213
Number of pages of the book
384
Publisher name
Bloomsbury Publishing
Place of publication
London
UT code for WoS chapter
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