A Study Of Global Competence Curriculum In Pre-service Teacher Training In The United States

Global Competence is the ability and inclination to understand and act on issues of global significance.The 21 st century is an era of the Internet in which information is shared among all regions,countries and ethnic groups.It is also an era of globalization in which international competition and cooperation are becoming ever closer.In order to be able to tell China’s story well and stand firm in the world landscape,China needs to cultivate a large number of people with a global perspective,profound knowledge and cross-cultural understanding and communication skills.Therefore,cultivating a team of teachers with global competence has become the top priority,which is also an important proposition that needs to be deeply concerned in the field of teacher education.We have accumulated abundant experience in the global competence training of pre-service teachers in Wisconsin,America,which can be a positive reference for the cultivation of the global competence of pre-service teachers in our country.Wisconsin is the first state government in the United States that openly supports and requires schools to offer global education courses,which is of certain representative significance in the United States.Therefore,this paper selects Wisconsin as the research object and mainly uses qualitative text analysis to deeply analyze the curriculum construction and implementation of pre-service teachers’ global competence cultivation in its representative universities.First,it clarifies the development of global competence curriculum in American pre-service teacher training.Furthermore,the curriculum system of global competence for pre-service teachers in Wisconsin is discussed.At last,the paper summarized the experience and characteristics of the global competence training of pre-service teachers in Wisconsin,and offered some suggestions for the development and implementation of the global competence curriculum for the pre-service teachers in our country.The first part reviews the development history of global competence curriculum in pre-service teacher training in the United States.The development of global competence curriculum for pre-service teachers in Wisconsin has gone through three stages,including the embryonic stage in the middle and late 20 th century,the establishment period from the end of20 th century to the beginning of 21 st century,and the improvement period from the 21 st century to now.In the initial stage,international education was mainly carried out in the field of higher education.Later,American state governments began to actively respond to the call of internationalization of teacher education and gradually inclined educational resources to the field of teacher education.During the establishment period,the teacher education field has initially established the course on cultivating pre-service teachers’ global competence,at this time,the cultivation of pre-service teachers’ global competence is in a spiral development stage of constant exploration.Since the 21 st century,the United States has vigorously carried out the practice of global competence education,and it is also the golden age for the development of global competence curriculum for pre-service teachers in Wisconsin.In addition to adding a global curriculum to school theory courses,emphasis is also placed on infusing a global perspective into educational practice and project training.Wisconsin’s global competence program has been highly regarded by the whole society and has been continuously improved and expanded.The second part introduces the basic objectives of global competence curriculum in U.S.pre-service teacher training from the overall objectives of the entire curriculum system in Wisconsin and the specific curriculum objectives of representative universities.Wisconsin’s teacher education program is required to prepare teachers in accordance with state-issued teacher standards.The overall goal is to prepare outstanding educators for global teaching and to enhance educators’ knowledge,skills,attitudes,and values related to the globe.Each university in Wisconsin has its own interpretation and focus on the establishment of global competence curriculum goals for pre-service teachers,which specifically include four dimensions: innovation of knowledge and cognitive style,clarification of responsibility and social justice,deepening of respect and inclusive teaching,and guiding interaction and self-reflection.The third part discusses the content and structure of global competence curriculum in pre-service teacher training in the United States from the basic structure and main content of the representative university curriculum in Wisconsin.According to the epistemological characteristics of knowledge,the global competence courses of Wisconsin universities can be divided into subject courses and integrated courses.All the courses on global competence of pre-service teachers in representative universities in Wisconsin include the content of globalization.This paper takes the University of Wisconsin-Madison,Eau Claire and Beloit College as cases to introduce their representative courses on global development,social justice and interdisciplinary perspectives respectively.The fourth part is the implementation strategy of global competence curriculum in pre-service teacher training in the United States.The implementation situation of global competence curriculum in pre-service teacher training in Wisconsin is clarified from the implementation method,effect evaluation and implementation guarantee of global competence curriculum in pre-service teacher training in Wisconsin.In the global competence courses for pre-service teachers,various methods such as intercultural adaptive teaching,participatory topic discussion and on-site immersive experience are flexibly used in universities in Wisconsin,so that pre-service teachers can acquire global practical skills while mastering theoretical knowledge.Wisconsin attaches great importance to the evaluation of global competence courses for pre-service teachers,and carries out a multi-period,multi-dimensional and multi-directional evaluation mode for the courses,including electronic portfolio,procedural evaluation,periodic evaluation and other evaluation methods.The global competence curriculum for pre-service teachers in Wisconsin has formed an implementation mechanism of multi-efforts,covering three levels of government,society and school.The smooth implementation of the global competence curriculum for pre-service teachers is guaranteed by multi-forces.The fifth part is the experience and enlightenment of global competence curriculum in the pre-service teacher training in the United States.The research finds that the experience in the development of global competence curriculum in the pre-service teacher training of universities in Wisconsin is as follows:(1)Define the curriculum objectives of global teacher training;(2)to arrange the curriculum of disciplinary integration;(3)pay attention to the base construction of practical courses;(4)Pay attention to the multi-subject and multi-dimensional evaluation guarantee mechanism.In view of the experience of colleges and universities in Wisconsin,this paper puts forward the following suggestions:(1)improve the professional standards of Chinese teachers and add the content of global competence;(2)Strengthen interdisciplinary thinking and expand the way of curriculum setting;(3)Reconstructing classroom form and innovating curriculum implementation methods;(4)Innovate the evaluation method and activate the effective participation of multiple agents.