Global Readiness Through Action Research: Why It Matters to Be a Globally Competent Teacher

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Action Research as an Approach to Support Preservice Teachers' Professional Learning

Abstract

Teacher education programs do have the task of preparing “teachers to teach in the context of globalization” (Zhao, 2010, p. 428) to ensure students develop “global competence” (p. 425), yet challenges still exist. This mixed methods study provides an example of infusing a global competency framework within sections of two graduate teacher action research courses. Data were gathered from 92 overall participants through pre-post survey (the Globally Competent Teaching Continuum Self-Reflection Tool (GCLC) developed by Tichnor-Wagner et al., 2019) and from discussion board postings/ reflections. Results describe the ways teachers sought to grow professionally on the continuum scale while completing action research projects in their professional settings. The study highlights the importance of supporting a global mindset within educational settings.

Authors

• Alina Slapac, University of Missouri-St. Louis

• Sarah A. Coppersmith

• Jingxin Cheng, University of Missouri - St. Louis