Research
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Throughout this project we have developed a series of academic outputs including conference presentations and papers, full journal articles, policy publications and advocacy toolkits, which have all been designed to promote and enhance the credibility and trustworthiness of the other intellectual outputs and activities.
You can see from the list below that we have published one book, two book chapters, two academic articles and have two other articles ready for submission. We also have some conference presentations listed and you can download the pdf versions of the slides. |
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).
Dr Sarah-Louise Jones, (sarah-louise.jones@hull.ac.uk).
Books
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The majority of this eBook reports back on IO4 (the Flexible Teacher CPD Programme) and supports Teacher Educators and their Trainees to become more Globally Competent and to foster this competence in their students. IO4 was led by Dima Bou Mosleh and Gorik Van Helleputte of UCLL.
Jones, S.L. & Cassiano, A.C. (Eds.) (2022). Global Competence in Teacher Education: Resources for Teaching and Learning. eBook, Online. Available from: https://www.globalcompetence4educators.org/research.html 
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Book Chapters
Briga, E., Jones, S.L., Howland, C. & Liles, M. (2021). Global Competence and Education Policies: implications for the classroom. . In N. Guler & C. Ullom (Eds.) At School in the World: Developing Globally Engaged Teachers. Rowman & Littlefield Publishing. (Chapter 2, pp.28-53)
Howland, C., Jones, S.L., Liles, M. & Vasquez, C.R. (2021). Global Competence Education and the Non-Formal Sector. In N. Guler & C. Ullom (Eds.) At School in the World: Developing Globally Engaged Teachers. Rowman & Littlefield Publishing. (Chapter 3, pp. 54-80)
Howland, C., Jones, S.L., Liles, M. & Vasquez, C.R. (2021). Global Competence Education and the Non-Formal Sector. In N. Guler & C. Ullom (Eds.) At School in the World: Developing Globally Engaged Teachers. Rowman & Littlefield Publishing. (Chapter 3, pp. 54-80)
Academic Articles
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Parmigiani, D., Jones, S.L., Kunnari, I. & Nicchia, E. (2022). Are teacher education programmes globally competent? A study across Europe and USA. Cogent Education. https://doi.org/10.1080/2331186X.2021.2022996
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. |
Parmigiani, D., Jones, S.-L., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A., & Sardi, I. (2022). Assessing Global Competence Within Teacher Education Programs. How to Design and Create a Set of Rubrics With a Modified Delphi Method. SAGE Open, 12(4). https://doi.org/10.1177/21582440221128794
Abstract
In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers’ ability to be Global Competent. This study was aimed at designing and creating a set of rubrics that can be used by either teacher educators or preservice teachers, in this case, as a self-assessment instrument. The research design was based on a modified Delphi method composed of five rounds to collect both qualitative and quantitative data. A panel of 31 experts was involved in an iterative process until a consensus among the experts was reached. The rubrics can be employed in several contexts and situations such as: before and after an international experience, during or after a simulation or a workshop based on intercultural and real-world situations.
Abstract
In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers’ ability to be Global Competent. This study was aimed at designing and creating a set of rubrics that can be used by either teacher educators or preservice teachers, in this case, as a self-assessment instrument. The research design was based on a modified Delphi method composed of five rounds to collect both qualitative and quantitative data. A panel of 31 experts was involved in an iterative process until a consensus among the experts was reached. The rubrics can be employed in several contexts and situations such as: before and after an international experience, during or after a simulation or a workshop based on intercultural and real-world situations.
Jones, S.L., Murray, M., Van Helleputte, G., Kunnair, I., Korkealehto, K. & Spanjers, L. Teaching Global Competence in Initial Teacher Training Programmes: A Systematic Literature Review. (Ready for Submission.)
Korkealehto, K., Jones, S.L. & Kunnari, I. Teacher Educator perceptions of transnational professional development communities of inquiry. (Ready for Submission.)
Korkealehto, K., Jones, S.L. & Kunnari, I. Teacher Educator perceptions of transnational professional development communities of inquiry. (Ready for Submission.)
Conference Presentations
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Jones, S., Korkealehto, K. & Kunnari, I. (2021). Developing globally competent teacher educators. ATEE Annual Conference 2021: (Re)-Imaging and Remaking Teacher Education, 9th-11th September 2021. Warsaw, Poland (online), http://atee2020.pedagog.uw.edu.pl/.
Parmigiani, D., Jones, S., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A. & Sardiou, I. (2021). Assessing global competence development of trainee teachers: How to design a set of rubrics with Delphi method. ATEE Annual Conference 2021: (Re)-Imaging and Remaking Teacher Education, 9th-11th September 2021. Warsaw, Poland (online), http://atee2020.pedagog.uw.edu.pl/. Parmigiani, D., Jones, S.L., Palaiologou, N., Murray, M., Korkealehto, K., Kunnari, I., Campora, A., Magioncalda, A. and Zucca, D. (2020). Global competence across European teacher education programmes. 14th Annual Teacher Education Policy in Europe (TEPE) Conference, Helsinki, Finland. May 13-15, 2020. 
Sarah presenting at ATEE 2021
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Davide presenting at ATEE 2021
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An Invitation...
To get involved or to learn more, please join our online network here: The Global Education Network or contact the Project Lead, Dr Sarah-Louise Jones (Sarah-Louise.Jones@hull.ac.uk).
