Carine E. Ullom is the Associate Dean of Instructional Innovation at Ottawa University and serves on the editorial board for the Journal of Virtual Exchange. She has over 20 years' experience implementing educational technology in higher education, having served in roles at The University of Kansas and St. Lawrence University (SLU) prior to joining Ottawa University. At SLU, she was the Director of the Language Resource Center. Her research focuses on the impact of GCTL on global identity development among pre-service teachers. She is passionate about faculty development regarding developing the globally aware self and internationalization of higher education through embedding intercultural competence development and global awareness capacity building opportunities in courses and programs via virtual exchange.

Nilufer Guler is director of the EdD program and associate professor of education at Rockhurst University. Her research interests include teacher education, ELL education, and internationalization of teacher education. She was a Global Teacher Education fellow in 2017-18, and she was co-lead on a grant from the Longview Foundation for Promoting Internationalization of Teacher Education Through Faculty Development. Her book Optimizing Elementary Education for English Language Learners was published in 2018, and she is a co-editor for the Globalization of Teacher Education book series at Rowman & Littlefield. Guler also serves on the Global Diversity Committee of AACTE.

Contributors include: Nila Akinyi Oduori, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa R. Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather A. Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu M. Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Chudi Zhou, and Lili Zhou

Foreword (Miri Yemini)

Preface

Acknowledgements

SECTION I: GLOBAL COMPETENCE

Chapter 1:Intercultural Competence as the Core to Developing Globally Engaged Teachers (Nanda Dimitrov & Darla K. Deardorff)

What Competencies Do Globally Engaged Teachers Need?

Developing the Core: Intercultural Competence

Attitudes

Knowledge

Skills

Internal Outcomes

External Outcomes

Implications for Teaching Development

Developing Further: Intercultural Teaching Competence

Current Trends and Gaps in Instructor Development

Gaps

Mentoring for Intercultural Teaching Competence: Current Approaches and Future Possibilities

Organization/Curriculum Level Preparation

Individual Instructor Development: Beyond Awareness

Developing Perspective-Taking and Awareness of Positionality

Experiential and Community-Engaged Approaches

Facilitation Skill Practice with Feedback

Developing Curriculum Design Competencies

Guided Reflection

Summary

References

Chapter 2: Global Competence Education Strategies: A View from Around the World and Considerations for Implementation (Elisa Briga, Sarah-Louise Jones, Corinna Howland, and Melissa Liles)

International Intergovernmental Conceptions of Global Competence Education

Organisation for Economic Co-operation and Development (OECD)

The United Nations Educational, Scientific, and Cultural Organization (UNESCO)

Council of Europe (CoE)

European Union (EU)

Discussion of Conceptions of Global Competence

From Inter-Governmental Strategies to Practical Implementation

Selected National Conceptions of Global Competence Education

Belgium (Flanders)

Brazil

Canada

Egypt

Finland

Greece

Italy

New Zealand

Singapore

South Korea

United Kingdom

United States

Comparing National Strategies

Approaches

Key Actors

Considerations for Successfully Embedding Global Competence in School Education

Stakeholder Alignment

Holistic Approach

Professional Development for Teachers and Teacher Trainees

Summary

Acknowledgements

References

Chapter 3: The Non-Formal Education Sector and Global Competence Education (Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)

Defining the Non-Formal Education Sector in the Context of Global Competence

Research Design

Subject Pool and Participant Selection

Limitations

Preliminary Findings

Defining Global Competence in the NFE Sector

Overview of Key Global Competence Education Offerings

NFE-FE GCE Relationships

Case Studies

• Asia Society
• Inspire Citizens
• MUNDU (Bridge 47 Network Member)
• AFS Intercultural Programs and European Federation for Intercultural Learning (EFIL)

Discussion

Conclusion

Acknowledgements

References

SECTION II: SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRE-SERVICE TEACHERS

Chapter 4: Developing Global Perspectives in Pre-Service Teachers: Approaches from the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather Linville)

Defining Global Education

Global Education in our Teaching Context

Teaching Approaches: Opportunities in Global Education

Melissa's Approach: Application of Human Rights Education

Heather's Approach: International Cooperation

Gerardo's Approach: Critical Global Education

• Literature Circles
• Critical Analysis of Curriculum

Common Activities

Challenges in Global Education

Conclusion

References

Chapter 5: Global Competence Development Through the Lens of Graduate Students in Action Research Courses (Alina Slapac, Sarah A. Coppersmith, and Jingxin Cheng)

Global Competence in Schools of Education

Action Research Framework

Theoretical Framework

Context and Participants

Methodology

Data Collection

• Reflections
• Self-Assessment Using the GCLC

Findings and Discussion

Qualitative Data Analysis

• Participants' Perspectives on their Own Global Competence
• Relationship of Global Competence in Formulating and Framing Action Research
• Continuing to Grow as a Globally Competent Teacher

Quantitative Data Analysis

• Pre Self-Assessment Results
• Post Self-Assessment Results

Discussion of Results

Limitations

Conclusion

References

Chapter 6: Through Their lenses: Pre-Service Teachers' Perceptions of the Value of Their International Teaching Experiences (Kimberly Howard)

Developing Global Competence and Empathy

Complications with Studying ITEs

Understanding ITEs Through the Lenses of Pre-Service Teachers

Methodology

Data Analysis

Findings

Forming Relationships

Gaining Experience as Teachers

Gaining Personal and Professional Self-Confidence

Conceptual Learning

Expanding Their Worldview

Analyzing Multiple Perspectives of Education

Discussion

Implications and Recommendations

Conclusion

References

Chapter 7: The "Five Cs" of Cultural Immersion: Adding Depth and Meaning to International Student Teaching (Laura L. Stachowski, Kimberly Howard, Ken Pritchard, and Amara Stuehling)

World-Readiness Standards for Learning Languages

In a Nutshell: Global Gateway for Teachers

Pre-Departure Preparation

On-Site Support

Program Design

The Five Cs: Learning Languages and Student Teacher Immersion

In Support of the Structure

The Five Cs in Student Teaching Immersion Experiences

Communication

• Preparation
• On-Site
• Student Teacher Voices

Cultures

• Preparation
• On-Site
• Student Teacher Voices

Connections

• Preparation
• On-Site
• Student Teacher Voices

Communities

• Preparation
• On-Site
• Student Teacher Voices

Discussion

References

SECTION III: INTERNATIONAL COLLABORATION IN TEACHER PREPARATION

Chapter 8: Developing an Equitable Global South-North Partnership in Support of Transformative Study Abroad: A Botswana Case Study (Agreement L. Jotia, Karen L. Biraimah, and Brianna A. Kurtz)

The Transformation of the Rewards and Challenges of U.S. Study Abroad Programs

Intercultural Competence in Teacher Education

Issues Related to Global South-North Partnerships

Notions of Decoloniality and "Othering"

Developing Sustainable and Equitable Global South-North Partnerships

The University of Botswana (UB) and the University of Central Florida (UCF) Partnership

The Challenge of Over-Committed Faculty from the Global South

The Challenge of Linking Collaborative Partnerships to Quality Programs

Financial Hurdles

Theoretical Perspectives on the Impact of Globalization, Study Abroad, and Global Partnerships

Internationalization and Global Competence

• Impact on Culturally Responsive Pedagogy
• Perceptions of the Global North and South

Colonialism, Decoloniality, and Their Impact on Globalization

Critical Cosmopolitan and Social Justice

Global Citizenship

Moving from Theory to Practice

Methodology

Participant Demographics

Results

Basic Knowledge Acquisition

Participants' Most Rewarding Experiences

Participants' Most Challenging Experiences

Professional Development and Personal Growth

Conclusion

Chapter 9: Building Bridges: A Case Study of a Kenya-US Faculty Exchange and Emerging Partnership (Michelle D. Cude, Florence Kisirkoi, Beatrice N. Manyasi, Nila Akinyi, Elizabeth Asewe, and Lankeu Reson)

Context and Components of Partnership

Conceptual Framework

Research Questions

Review of the Literature

Benefits of Teacher Exchange

Impacts of Global Partnerships

Call for Social Justice

Method

Qualitative Inquiry/Case Study

Data Collection & Analysis

Description of the Participants

Findings

Finding 1: Impact Was Felt on Both the Individual and the Institutional Level

Finding 2: Benefit was Mutual

• Benefits to Kenyan Participants & Institution
• Institutional Impact in Kenya
• Benefits to American Participants and Institution
• Going Abroad is Perspective-Altering
• Institutional Impact in the US

Finding 3: Building Relationships as the Essential Foundation for Partnership

• Instructor-to-Student Relationships
• Student-to-Student Relationships

Finding 4: Challenges Offer Opportunities to Practice the Bold Honesty and Open Dialogues that Sustain Healthy Partnerships

• Communication
• Risk-Taking and Vulnerability
• Unequal Resources

Next Steps: Stepping up with Social Justice

• A Vision for Partnership Growth
• Social Justice Imperative: Global Access to Quality Teacher Education

Discussion

Conclusion

References

Chapter 10:Fostering Pre-Service Teachers' Social Justice Awareness and Intercultural Competence Through a Virtual Global Community of Practice (Bima K Sapkota, Lili Zhou, Rose Mbewe, Jill Newton, and JoAnn Phillion)

Review of Relevant Literature and Theoretical Perspectives

Social Justice in Teacher Education

Intercultural Competence

Community of Practice

Course Design and Implementation

Course and Study Participants

Research Methods

Study Participants
Data Sources

Data Analysis

Findings

Awareness of Local and...