Research

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Throughout this project we aim to develop a series of academic outputs including conference presentations/papers, full journal articles and policy publications, which are all designed to promote and enhance the credibility of the other intellectual outputs.

The first academic article is now complete and has been submitted to a journal for peer review. It is entitled:
"Are teacher education programmes globally competent? A study across Europe and USA" and is authored by four people from the project team Davide Parmigiani, Sarah-Louise Jones, Irma Kunnari and Elisabetta Nicchia. You can read the Abstract below.

If you are interested in getting involved with us in the research of this topic, please contact the project lead:
Dr Sarah-Louise Jones, (sarah-louise.jones@hull.ac.uk)

Are teacher education programmes globally competent? A study across Europe and USA
Parmigiani, Jones, Kunnari and Nicchia (2020)

Abstract
Global competence is an increasingly important disposition for today’s global society. Training teachers who are both able to teach effectively in multicultural classrooms and manage multiple learning contexts as well as develop dispositions of global competence in their students is of key importance. This study was aimed at investigating whether the concept of global competence is included in initial teacher education programmes across Europe and USA and underscoring the contexts, the actors, the topics and the methodologies suitable to integrate global competence concepts into initial teacher training courses. A qualitative study was designed, involving 27 teacher educators from 16 countries. The findings indicate that global competence is not included formally into teacher education programmes but we found many related aspects: cooperation, inclusion, social engagement, multicultural dialogue. The results specify the methods and the contexts where the idea of global competence can emerge more easily and demonstrate the diverse interpretations of global competence in the European and American contexts.