Integrating the Global Competence with Telecollaboration in CLIL Teacher Training
- Garcia-Esteban, Soraya 1
- Colpaert, Jozef 2
- 1 Universidad de Alcalá, Spain
- 2 University of Antwerp, Belgium
ISSN: 1578-7680
Year of publication: 2022
Issue Title: Ordinario
Volume: 22
Issue: 69
Type: Article
More publications in: RED: revista de educación a distancia
Abstract
Global competence will define learning for decades to come as it encompasses basic life skills. However, there is a lack of data in current academic research on the assessment and integration of this competence in teacher training with current educational technology. Thus, this project had a dual purpose: On the one hand, it aimed to examine the global competence of different groups of student teachers through the development of Sustainable Development Goals (SDG) following a content and language integrated learning (CLIL) approach. On the other, researchers aimed to determine optimal methods for the improvement and integration of this necessary competence in the curriculum. The project was developed with the collaboration of pre-service and in-service teachers enrolled in various master's programs at two European universities in Spain and Belgium. The research was carried out following a pre-test / post-test type design with various assessment instruments based on the OECD (2018) global competence framework. The quantitative analyses showed that, by integrating the SDGs when teaching contents, the participants improved in various domains of Global Competence (adaptability, openness to diversity, perspective taking), but also decreased in other areas (ability to interact in a multicultural world, respect for other cultures, ability to adopt another culture). The qualitative research showed that among the main educational technology examined, telecollaboration can optimise at least five dimensions of Global Competence. Despite the small size of the sample and the complexity of evaluating this competence, this study contributes to educational innovation by presenting didactic telecollaborative proposals and a theoretical framework for the integration and appraisal of Global Competence in (future) educators.
Bibliographic References
- Barker, C. M. (2000). Education for International Understanding and Global Competence, NY: Carnegie Corporation.
- Barrett, M., Byram, I., Lázár, P., Mompoint, G. & Philippou S. (2014), Developing Intercultural Competence through Education, Strassbourg: Council of Europe Publishing
- Bart R., Lewis T., O’Dowd, R., Rets I., & Rogaten, J. (2020). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges, Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1737546.
- Barth, M., Godemann, J.; Rieckmann, M., & Stoltenberg, U. (2007) Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8 (4), 416-430. https://doi.org/10.1108/14676370710823582.
- Brun, M., & Hinostroza, J.E. (2014). Learning to become a teacher in the 21st century: ICT integration in Initial Teacher Education in Chile. Educational Technology and Society, 17, 222–238.
- Chien, Y., Chang, C.,Yeh,T.. & Chang, K. (2012). Engaging pre-service science teachers to act as active designers of technology integration: AMAGDAIRE framework. Teaching and Teacher Education, 28, 578–588.
- Cushner, K., & Mahon, J. (2009). Developing the intercultural competence of educators and their students: Creating the blueprints. In D. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 304–320). Thousand Oaks, CA: SAGE.
- De Graaff, R., Koopman, J.G., &. Westhoff, G. (2007). Identifying Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL). Vienna English Working Papers, 16(3), 12-19
- Deardorff, D. K. (2019), UNESCO Manual on Developing Intercultural Competence Based on Human Rights. Paris: UNESCO.
- Denzin, N.K. (1970). Sociological Methods: a Source Book. Aldine Publishing Company: Chicago.
- Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching, Journal of teacher education, 54(1), 6-18.
- Fantini A.E. (1997). New ways in Teaching Culture. Alexandria, VA: TESOL.
- Fox, E. (2019). Mobile Technology: A Tool to Increase Global Competency among Higher Education Students. International Review of Research in Open and Distributed Learning, 20(2), 242–259. https://eric.ed.gov/?id=EJ1214368#.
- Hinton, C. coord. (2019). Developing Students’ Global Competence – An International Research Study. Round Square. https://www.roundsquare.org/wp-content/uploads/2019/11/RS-RSI-Global-Competence-Report 13,11-19.
- Ioannou, M., & Ioannou, A. (2020). Technology-enhanced Embodied Learning: Designing and Evaluating a New Classroom Experience. Educational Technology & Society, 23 (3), 81–94
- Jantsch, E. (1972). Interdisciplinary and transdisciplinary university. Systems approach to education and innovation. Higher Education. 1(1), 7-37.
- Januszewski, (2001). Educational technology: The development of a concept. Englewood. CO: Libraries Unlimited.
- Kay, R.H. (2006). Evaluatings trategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38, 383–408.
- Kaymakamoğlu, E. S. (2019). In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Journal of Language and Linguistic Studies, 15(3), 1000-1010. https://doi.org/10.17263/jlls.631543.
- Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9 (1), 60- 70.
- Lee, Y., & Lee, J. (2014). Enhancing pre-serviceteachers' self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73,121-128.
- Li, Y. (2013). Cultivating student global competence: A pilot experimental study. Decision Sciences Journal of Innovative Education, 11(1), 125-143.
- MacGregor, J.T. (1990). Collaborative learning: Shared inquiry as a process of reform. In Svinicki, M.D. (Ed.), The changing face of college teaching, New Directions for Teaching and Learning No. 42. San Francisco; USA, Jossey-Bass Publishing.
- Mansilla, V. B., & Gardner, H. (2007). From teaching globalisation to nurturing global consciousness. In M. M. Suárez-Orozco, and C. Sattin (Ed.), Learning in the global era: International perspectives on globalisation and education. CA: University of California Press.
- Mansilla, V. B., & Jackson, A., (2011). Educating for global competence: Preparing our youth to engage the world. New York.
- Mezirow, J. (2009). Transformative learning theory. In J. Mezirow, and E. W. Taylor (Eds), Transformative Learning in Practise: Insights from Community Workplace, and Higher Education (pp. 18-32). San Francisco, CA: Jossey Bass.
- Mindt, L., & Rieckman, M. (2017). Desarrollo de las competencias para el emprendimiento orientado a la sostenibilidad en la educación superior: una revisión bibliográfica de los métodos de enseñanza y aprendizaje. Teoría De La Educación. Revista Interuniversitaria, 29, 129-159. https://doi.org/10.14201/teri.16702.
- Morais, D.B., & Ogden A.C., (2011). Initial Development and Validation of the Global Citizenship Scale, Journal of Studies in International Education 15(5), 445–466. https://doi.org/10.1177/1028315310375308.
- Morse, J.M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing research, 40(2), 120-123.
- Mouza, C., Karchmer Klein, R., Nandakumar,R., Ozden,S.Y.,& Hu,L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206-221.
- O'Dowd, R. (2020). A transnational model of virtual exchange for global citizenship education. Language Teaching, 53(4), 477-490. https://doi:10.1017/S0261444819000077.
- OECD (2018). Questions related to global competence. PISA, OECD Publishing, https://www.oecd.org/pisa/PISA-2018-Global-Competence-Questionnaire.pdf
- OECD (2019). Assessment and Analytical Framework, PISA, OECD Publishing, https://doi.org/10.1787/b25efab8.
- OECD Asia Society (2018). Teaching for Global Competence in a Rapidly Changing World. OECD Publishing. https://asiasociety.org/sites/default/files/inline-files/teaching-for-global-competence-in-a-rapidly-changing-world-edu.pdf.
- Perez Cañado, (2018). CLIL research in Europe: past, present, and future, International Journal of Bilingual Education and Bilingualism, 15(3), 315-341, https://doi.org /10.1080/13670050.2011.630064.
- Pérez Cañado, M.L., (2018). Innovations and Challenges in CLIL Teacher Training, Theory Into Practice, 57(3), 1-10. https://doi.org/10.1080/00405841.2018.1492238.
- Polly, D., Mims, C., Shepherd, C., & Inan, F. (2010). Evidence of impact: transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863-870.
- Rodríguez, G., Gil, J., y García, E. (1996). Metodología de la investigación cualitativa. Málaga: Aljibe.
- Schwarzer B. & Bridglal, L. (2015), Promoting Global Competence and Social Justice in Teacher Education: Successes and Challenges Within Local and International Contexts. NY: Lesington Books.
- Tójar, J.C. (2006). Investigación cualitativa: comprender y actuar. Madrid, España: La Muralla.
- Tondeur, J. (2018). Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice. Seminar.net, 14(2), 216-224. https://journals.hioa.no/index.php/seminar/article/view/2981.
- Tondeur, J., Siddiq, F., Scherer, R., & van Braak, J. (2016). Time for a new approach to prepare future teachers for educational technology use: its meaning and measurement. Computers and Education, 94, 134–150.
- UN (2018). Sustainable Development Goals. Sustainable Development Knowledge Platform, Division for Sustainable Development, Geneve: United Nations. https://sustainabledevelopment.un.org/
- UNESCO (2016). Global Education Monitoring Report, Paris: UNESCO.
- Vinagre Laranjeira, M. (2015). El desarrollo de la competencia intercultural en los intercambios telecolaborativos. Revista de Educación a Distancia (RED), (41). Recuperado a partir de https://revistas.um.es/red/article/view/236391
- Vinagre Laranjeira, M. (2017). Developing teachers’ telecollaborative competences in online experiential learning. Special Issue: Innovation in Language Learning and Teaching. System, 64, 34-45. https://doi.org/10.1016/j.system.2016.12.002.
- Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121.