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Scoping Study
During the first year of this project we carried out a wide range of activities to foreground the rest or our work. It was a complex and time consuming process, made harder because of COVID-19. The results of these scoping studies have been written up and in many cases have either been published or are in publication for blind peer review journals or book chapters. We have also presented the results of these reviews at a range of conferences and online webinars.
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The Scoping Study was led by the University of Hull who have extensive experience over many years of both the broader field of Global Education and of the pedagogical processes that best enable the development of such skills, attitudes, values and knowledge that are associated with Global Competence and Global Citizenship. This page details the activities and resultant academic articles and book chapters that we've developed throughout the project.
Systematic Literature Review
This first activity included an in depth review of literature from peer review journals that was driven by the question: "How is Global Competence taught in Initial Teacher Training Programmes?" We initially found over 500 papers which we whittled down to 72 through a rigorous selection process, which then underwent a full review. We've found lots of really interesting models, processes and ideas to both inform our future work and draft into an academic journal article.
Our Systematic Literature Review was used extensively to inform our other activities during this project. We have also drafted an academic paper that details the study, which is about to be submitted for publication in a peer-reviewed journal.
This first activity included an in depth review of literature from peer review journals that was driven by the question: "How is Global Competence taught in Initial Teacher Training Programmes?" We initially found over 500 papers which we whittled down to 72 through a rigorous selection process, which then underwent a full review. We've found lots of really interesting models, processes and ideas to both inform our future work and draft into an academic journal article.
Our Systematic Literature Review was used extensively to inform our other activities during this project. We have also drafted an academic paper that details the study, which is about to be submitted for publication in a peer-reviewed journal.
Policy Review
Not all European national states appear to value the need for Global Competence education. Therefore, this activity set out to review local, national and international directives on Global Competence regarding initial teacher education / training.
Our Policy Review has now been published as a book chapter: 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). You can find the introduction to this Chapter on our Research Page.
Not all European national states appear to value the need for Global Competence education. Therefore, this activity set out to review local, national and international directives on Global Competence regarding initial teacher education / training.
Our Policy Review has now been published as a book chapter: 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). You can find the introduction to this Chapter on our Research Page.
Higher Education Review
The HE Review sought to locate the exemplary practice that is already happening around the EU and beyond in Higher Education. The findings from this have informed our activities and have also been written into an academic article entitled: "Are teacher education programmes globally competent? A study across Europe and USA" and you can find the abstract to that paper on our Research Page.
Our Higher Education Review has now been published in Cogent Education as follows: 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
The HE Review sought to locate the exemplary practice that is already happening around the EU and beyond in Higher Education. The findings from this have informed our activities and have also been written into an academic article entitled: "Are teacher education programmes globally competent? A study across Europe and USA" and you can find the abstract to that paper on our Research Page.
Our Higher Education Review has now been published in Cogent Education as follows: 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
School Review
For appropriate training and awareness raising to take place, it's important to understand how Global Competence is integrated within schools currently. In previous work, the project partners have seen small pockets of good work, however these and others need to be more formally captured and reviewed. Indeed, it is well documented that teachers need to see ‘a variety of living examples of implementation, as practiced by teachers with whom they can identify’ (Black & William, 2010).
As this activity has not been supported by the funders, it will form one of the strands of a follow on project, for which funding is currently being located. It is our view that teachers need to see lived examples of teaching about Global Competence if it is to become a widespread reality in schools. If you are interested in joining us in this endeavour, then please contact the Project Lead, Dr Sarah-Louise Jones (Sarah-Louise.Jones@hull.ac.uk).
For appropriate training and awareness raising to take place, it's important to understand how Global Competence is integrated within schools currently. In previous work, the project partners have seen small pockets of good work, however these and others need to be more formally captured and reviewed. Indeed, it is well documented that teachers need to see ‘a variety of living examples of implementation, as practiced by teachers with whom they can identify’ (Black & William, 2010).
As this activity has not been supported by the funders, it will form one of the strands of a follow on project, for which funding is currently being located. It is our view that teachers need to see lived examples of teaching about Global Competence if it is to become a widespread reality in schools. If you are interested in joining us in this endeavour, then please contact the Project Lead, Dr Sarah-Louise Jones (Sarah-Louise.Jones@hull.ac.uk).
Non Formal Review
It is the experience of the project team that non-formal learning sectors are currently engaged in ad hoc work associated with the emerging field or Global Competence. Therefore, this activity was vital, as we explored how Global Competence is integrated into other learning contexts e.g. European Youth Work organisations, UNICEF, Duke of Edinburgh Award, Scout Movement etc. The findings from this also informed our other activities throughout the project.
Our Non-Formal Education Review, has now been published as a book chapter: 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). You can find the introduction to this Chapter on our Research Page.
It is the experience of the project team that non-formal learning sectors are currently engaged in ad hoc work associated with the emerging field or Global Competence. Therefore, this activity was vital, as we explored how Global Competence is integrated into other learning contexts e.g. European Youth Work organisations, UNICEF, Duke of Edinburgh Award, Scout Movement etc. The findings from this also informed our other activities throughout the project.
Our Non-Formal Education Review, has now been published as a book chapter: 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). You can find the introduction to this Chapter on our Research Page.
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).
