A 5-YEAR GLOBAL TEACH CONNECTION ACTION-ORIENTED STUDY: AN EXPLORATIVE ANALYSIS OF TEACHER NEEDS FOR DEVELOPING GLOBAL TEACHING COMPETENCIES

Abstract

This action-oriented case study emphasized the significance of equipping educators with global teaching competencies to prepare students for an increasingly interconnected world. Collaboratively undertaken by Drexel University's School of Education and the University of Pennsylvania, the research aimed to transform teacher education by creating a comprehensive curriculum and professional development opportunities centered on global teaching skills. The project is centered on cultivating global competence in students with the recognition that a substantial portion of modern jobs is linked to international trade. It seeks to address the gap in understanding how global competencies are integrated, assessed, and implemented within teacher education and K-12 classrooms. The study used psychometric tools to explore and examine perceptions of teacher education professors, preservice teachers, and educational leadership graduate students regarding global competence, preparedness and practical application. The researcher examined four questions related to a hypothesis about whether educators can effectively empower their students with global knowledge and skills without possessing global teaching competencies themselves. Leveraging a five-year planning sub-grant, the initiative adopted a multidisciplinary research approach and aligns with UN Sustainable Development Goals. In conclusion, the analyses in this preliminary study underscored the importance of  continuing to explore and examine global competencies while considering the diverse preferences and needs of participants when planning future summits, aiming for a balanced and inclusive program that addresses both specific and broad themes in global education. The answers to the research questions that emerged from the quantitative and qualitative data analyses findings and results along with the literature review indicated a positive direction towards supporting the guiding Hypothesis: Educators who receive training in global teaching competencies through a comprehensive curriculum and professional development opportunities will demonstrate increased awareness of  teaching strategies and the importance  of preparing students for the demands of an interconnected world. In summary, this research strongly supports the need for integrating global teaching competencies into education, bridging the gap between accreditation requirements and practical implementation.