Buenas prácticas en el desarrollo de la competencia global en el marco del bachillerato internacional (original) (raw)
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Good Practices in Global Competence Development within the International Baccalaureate Framework
RECIE. Revista Caribeña de Investigación Educativa, 2023
In a rapidly changing world, students must develop their global competence, which is the ability to understand, act and manage global and intercultural affairs. However, there is still no systematic description in the literature of how educational institutions should act to contribute to the development of this competence in their students. This study attempts to discover those organizational and teaching practices that foster an optimal climate for the development of global competence, based on a case study methodology from a center that is a reference in this field. Through qualitative research, the practices that have proven effective are identified. It is concluded that intelligent leadership that encourages both personalized learning and actiontaking within a culturally diverse environment is key to global competence.
OSF, 2024
This study investigates the role of school leaders in promoting cultural competence and global mindedness within International Baccalaureate (IB) schools. Cultural competence is defined as the ability to interact effectively with people from diverse cultural backgrounds, while global mindedness involves understanding and appreciating global interconnectedness and acting responsibly on a global scale. The research employs a mixed methods approach, integrating qualitative data from interviews and observations with quantitative survey data to provide a comprehensive analysis. Key findings reveal that school leaders actively promote these values through various curricular and extracurricular initiatives, such as integrating multicultural content, organizing international days, and facilitating exchange programs. Professional development for staff and community engagement, including parent involvement, are critical components of these efforts. However, leaders face significant challenges, including resource limitations, resistance to change, and the need to balance local and global perspectives. The study aligns with existing literature on culturally responsive teaching and global education while providing new insights into the specific strategies and challenges faced by IB school leaders. Recommendations for practice include enhancing community engagement, integrating multicultural content into the curriculum, and providing ongoing professional development. Policy implications suggest the need for funding and resources, comprehensive training programs, and support from IB organizations. Despite potential biases and constraints, such as self-reported data and a focus on experienced leaders in IB schools, the findings offer valuable contributions to the field. Future research should explore the perspectives of various stakeholders, conduct longitudinal studies on the impact of these initiatives, and compare practices between IB and non-IB schools. This study underscores the importance of educational leadership in fostering inclusive and globally minded educational environments, preparing students to be responsible global citizens.
Main objectives Every classroom is a cultural community reflective of the disciplines and perspectives studied, the authors, the students, and the professor. One can argue that successful learning requires an intercultural approach where students are responsible for listening (and reading and experiencing) to understand--both the perspectives of others (peers, authors, faculty) and for understanding their own perspectives and how they acquired them. Students can come to understand that learning is about the generation, mutual reflection, and critiquing and expanding of ideas and concepts, and that this is most effectively done in a collaborative and non-competitive environment. Diversity, multicultural learning, and global citizenship: How can education leaders enable teachers to translate these terms into best practices? The above teachers’ voices capture a journey of discovery. We have come to realize that introducing multicultural and global teaching and learning involves more than adding content about cultural groups. It requires more than willingness to respect diversity. It involves a change process-both institutionally and personally. On the other hand, the vast geographic distances between countries and cultures have been diminished through the use of technology, which has opened new relationships and interactions globally. In order to develop new cross border relationships and sustain these relationships, a better understanding of cultural differences and similarities needs to occur. Institutions of higher education have played – and will continue to play – a vital role in cultural understanding and the formation of cross-border relationships through internationalization of the classroom and university. Conceptual framework There are a variety of techniques and strategies that faculty can utilize in order to facilitate effective discussions in the internationalized classroom. Whenever possible, use small groups for discussion activities in the classroom. These smaller groups will be less threatening for the international students, along with the host students, and this will generate more meaningful discussions. If it is early in the academic term before students have become familiar with each other, starting off small group discussion with a quick ice-breaker decreases the intimidation and allows students to begin discussions of an informal nature that can lead to more robust discussions around academic topics. Since international students also have to process what is being said, formulate their response to the question posed, and translate into the host language, faculty members should provide adequate time for these processes to take place when calling on international students before moving on to the next student. Faculty members should be aware of cultural differences, in general, relating to how education and learning is approached by the different international students. In the Eastern cultures, an emphasis is placed on academic success, as measured on standardized tests, which generates a climate in which a high test score is the main indicator of success and influences job selection, salaries, social status, and overall quality of life. Since Eastern students are accustomed to this emphasis on testing, being evaluated based upon thought process, creativity, and interactions with their fellow classmates and professor can create high levels of anxiety and stress. Teachers and other educators must use a variety of assessment techniques in order to effectively assess all students in the classroom while not ignoring any cultural customs that may exist. Methodology One of the main challenges for trainers and educators is finding meaningful methods and tools to develop intercultural competence. Actively engaging with conceptually grounded and widely used approaches to intercultural communication competence, such as communication styles, conflict styles, learning styles educators will have the opportunity to: Explore creative approaches to intercultural and diversity teaching and learning Gain knowledge of intercultural discovery tools and applications Understand yourself as a cultural beings and gain insights into the effect they have on others in interactions Expand and strengthen of their facilitation skills by mastering a variety of new tools and concepts Broaden their knowledge of intercultural communication theory and their application to the practice of training, teaching, or coaching Build mastery in exploring group dynamics with concentration on teachable moments Expand skills to facilitate with spontaneity and be fully present for a groups’ realities Intercultural competence is shown in the ability to realize communication, encounters and cooperation between people from different cultures. This happens through mutual adaptation and a high level of tolerance towards incompatibilities. Furthermore, intercultural competence manifests itself in efforts to develop synergetic forms of cooperation and of living together, and through effective patterns of orientation regarding the interpretation and organization of reality. Moreover, intercultural competence is also often described by researchers as having a variety of traits. As the world becomes a more globalized society, interactions among various cultures will increase. For these interactions to be meaningful and beneficial, an understanding of each culture is required. Through internationalization of the classroom, higher education can play a vital role in fostering this cultural awareness, begin forming cross-cultural relationships, and provide a forum for developing effective interactions that will benefit a globalized society. Additionally, students in a cross-cultural classroom will be afforded opportunities to develop and refine various methods of interacting with individuals with different backgrounds and cultures in preparation of jobs and careers that will require interactions in a globalized marketplace. Results 1) Teaching language arts to linguistically and culturally diverse populations. Prospective teachers need a repertoire of teaching methods and skills so they can adapt instruction to a wide range of students. 2) Teaching subject matter to language minority children in a linguistically comprehensible manner. All teachers should be familiar with ESL teaching methods and strategies that endeavor to provide comprehensible ideas and lower student anxiety. 3) Assessment of knowledge, strengths, and abilities of students. Preservice teachers need to acquire a broad knowledge of assessment, including test bias, alternative test methods, and interpretation of test results, informal assessment, and ethnographic and observational techniques. 4) Teachers should be able to identify cultural bias in standardized tests and to use valid, culturally sensitive classroom assessment. Knowing how to use a variety of assessment methods and understanding why some tests are unfair, biased, or inappropriate will help teachers attain a clearer picture of their students' knowledge and skills. 5) Distinguishing learning disabilities from linguistic or cultural differences. Knowing that certain culturally preferred behaviors such as not responding to direct questions or a need for mobility may be misinterpreted as learning disabilities helps teachers avoid erroneous conclusions. 6) Using technology in ways that are sensitive to cultural and individual differences. Technology is not culture-free since it reflects the cultural perspective of software developers. Teachers should be able to assess both the educational value of software as well as its cultural content. 7) Using technology with the physically handicapped and learning disabled. 8) Incorporating cultural and individual preferences in cognitive and learning styles into classroom instruction. Preservice teachers need a variety of strategies for introducing, reviewing, practicing, eliciting, responding, commending, encouraging, and guiding students.
Global Perspective and the Implications for School Leadership
2017
Understanding and implementing a global perspective of business and education is a requisite skill for 21st Century educational leaders. Among principal preparation programs within the United States, there has been limited evidence of embedding the thread of global literacy or aligning curriculum with global-local skills. The purpose of this paper is to address this challenge by sharing an innovative approach that was designed and delivered in the MBA in Education Leadership program at the University of Indianapolis. This interdisciplinary initiative highlighted a thread of global perspective and aligned the thread with course content. In addition to a discussion of how instructors used various teaching methods (including lecture, discussion, hands-on activities) to promote understanding of global literacy and the assessment of student learning, this paper describes candidates’ feedback regarding their positive learning experiences.
Conceptual construction of global competence in education.
Teoría de la Educación. Revista Interuniversitaria, 2022
Global competence as a learning objective has become relevant since its inclusion in the Programme for International Student Assessment (PISA). Despite the growing interest in this competence, there are several issues requiring deep reflection, such as: What is global competence? How has it been constructed? From which approaches are the discursive processes for its construction based? And, what does intercultural education contribute to this construct? To answer these questions, this paper analyses the background, conceptualisations, approaches and theories on which the concept has been built, with special emphasis on interculturality as an educational approach and model that favours inclusion. The method used is a critical review and discursive analysis. It has been found that the instrumentalist approach to social efficiency has predominated in the conceptualisation, (at least as the underlying approach), as opposed to an approach of social re-constructionism that usually appears in the foreground. On many occasions the global competence and intercultural competence constructs are used interchangeably, although the former is more comprehensive in addressing the challenges of globalisation. Finally, it is highlighted that there are conceptual and measurement challenges and limitations that make it difficult to compare the acquisition of this competence at an international level and that therefore require more studies that systematically investigate the construction of the concept, its development and measurement.
PROMOTING GLOBAL COMPETENCIES AT INSTITUTIONS OF HIGHER
In the 21 st century, institutions of higher education are required to broaden their curricula to equip students with global competency skills. The 2014/2015 academic year marked a collaboration project between postgraduate students from the University of Namibia and the William Paterson University in New Jersey in the Educational Technology module using the Facebook web page to promote global competency skills among students. This study ought to understand the University of Namibia postgraduate's students, lecturer and the lecturer from William Paterson University 'perceptions on the use of Facebook as a platform for international collaborative learning. The study determines whether the collaborative project promotes global competency skills among students or not. This qualitative study is anchored in a multiple case design. The purposive and convenience sampling methods were used to select the participants. Interview guides and field notes were used to collect data from UNAM postgraduate students and both University of Namibia and William Paterson University lecturers who participated in the collaborative learning project. The activities from the Facebook web page were also analysed. Significantly, the six sets of knowledge from the TPACK framework were the lens through in which the study was observed. The results showed that students were able to complete the international collaborative learning tasks successfully despite several challenges experienced. The study further confirmed that the project enhanced students' global competency skills such as problem-solving skills, innovative and critical thinking, team work, and working with peers from different backgrounds. It was also found that students had learned new concepts of the subject matter as well as technological instructional strategies. iv Therefore, teachers should be prepared for global learning so that they would be able to implement the global competency skills in a K-12 environment. Global competency skills are key elements in developing the 21 st century. Developing policies and curricula focussed on internationalisation of higher education and preparing the essential conditions for the appropriate technology tools are recommendations going forward for any higher education institution. v
An Internalization Project to Develop Global Competency across the Disciplines
The International Journal of Teaching and Learning in Higher Education, 2019
The purpose of this article is to describe an internationalization project that was developed at the University of Central Florida (UCF) in Orlando, Florida to provide faculty across the disciplines with assignments they can use to foster the development of their students’ global competency. After describing the project and the series of assignments they developed, the authors focus on one of the assignments, a cultural interview, and describe how it was adapted in two disciplines: hospitality management and political science. Overall, the students found the experience to be a positive one. They gained confidence as a result of conducting the interview and developed a broader perspective on their chosen profession. Finally, many students reflected on the fact that before completing the interview they thought their level of cultural competence was much greater than it actually was. The interview assignment is a valuable tool for faculty who wish to help their students develop their g...
The purpose of this research and report is to utilize a cosmopolitan pedagogical framework to qualitatively assess education for global competency in underserved communities. Using qualitative methods such as participant-observation and interviewing, a nine-month long participatory action research study is described that includes three educational programs facilitated through Hostelling International-Chicago and Chicago Public Schools. The results demonstrate that a cosmopolitanism pedagogical framework can teach global competencies that reflect hope, memory, and dialog as well as other cosmopolitan values to students who may not have the opportunity for more traditional international/intercultural education.
INTERCULTURAL COMPETENCE FOR GLOBAL LEADERSHIPi
2008
1 This reading is an edited compilation of two articles by Milton J. Bennett: “Developing Intercultural Competence for Global Managers” in Reineke, RolfDieter (Editor) (June, 2001) Interkulturelles Managment. Wiesbaden: Gabler Verlag, ISBN: 3-409-11794-6 and “An Intercultural Mindset and Skillset for Global Leadership” from Conference Proceedings of Leadership Without Borders: Developing Global Leaders. Adelphi, MD: National leadership Institute and the Center for Creative Leadership, University of Maryland University College, 2001. Revised 2016, www.idrinstitute.org.
Cultivating Global Competencies for the 21st Century Classroom
International Journal of Information Communication Technologies and Human Development, 2016
This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.