The Role of Transformative Leadership in Changing Teacher Education and Building Globally Competent Teachers
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Role of Transformative Leadership in Changing Teacher Education and Building Globally Competent Teachers
Popis výsledku v původním jazyce
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).
Název v anglickém jazyce
The Role of Transformative Leadership in Changing Teacher Education and Building Globally Competent Teachers
Popis výsledku anglicky
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).
Klasifikace
Druh
C - Kapitola v odborné knize
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název knihy nebo sborníku
The Bloomsbury Handbook of Diversity, Crises and Transformative Leadership in Higher Education
ISBN
978-1-350-41443-3
Počet stran výsledku
17
Strana od-do
197-213
Počet stran knihy
384
Název nakladatele
Bloomsbury Publishing
Místo vydání
London
Kód UT WoS kapitoly
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