A Study On The Development Status And Improvement Strategies Of Chinese Teachers’ Global Competence In Internationalized Schools

As globalization continues to advance,teacher global competence deserves more attention.This study’ purpose was investigated the development status of global competence and improvement strategies of Chinese teachers who worked in internationalized school,to give reference for school administrators and educational authorities.This study adopted quantitative research.A semi-structured interview was conducted with eight Chinese teachers from internationalized schools in Shanghai based on the ASCD’s global competent teaching.This study used the globally competent learning continuum to investigate the development status of teacher global competence,explore improvement strategies,the challenges,and solutions that involving teacher global competence.The results showed that:1.Based on the participants in this study,all participants meet the professional level of ASCD’s global competent teaching.It shows both commonalities and differences.They had high level of teacher dispositions and possessed a wealth of teacher knowledge,but the development of teacher skills was uneven,and some skill levels needed to be improved.Especially in facilitating intercultural conversations and developing local,national,or international partnerships,they lack awareness and relevant resources.Developing and using appropriate methods of assess students’ global competence development is the weakest skill among teachers.Most teachers do not have a clear understanding of how to access and get assessment tools,they also face practical dilemmas.2.Improvement strategies of teacher global competence can be divided into internal and external strategies.Internal strategies require teachers’ personal will and effort,which are participating in cross-cultural immersion experiences to enhance experiential cultural understanding;Reading academic journals and books to know the educational discipline development;Follow international organizations and news media to understand the current world;Reflecting on daily teaching experiences to guide future practice.External strategies are more rely on resources and support from school administrators and educational authorities,which are conducting school-based training of global competence to help teachers’ professional development;Conducting inter-school exchange program based on partnerships;Providing expert instruction to support teacher global competence development;Integrating case study learning resources to increase independent learning opportunities.3.The teachers’ challenges involving teacher global competence in their work focused on three categories,and they had strategies to deal with them accordingly.First,when dealing with home-school communication,teachers choose to respect differences,communicate actively,and provide individualized learning support for each family whenever possible.Second,when dealing with international students,they try to build emotional connections with students based on empathetic understanding and provide inclusive instructional design and targeted learning support.At the end,when collaborating with international teachers,break information barriers,initiating collaboration,and taking on more responsibility are effective ways.However,compare to international teachers,Chinese teachers from internationalized schools often need to devote more time and energy to their work,which also causes negative affect of several aspects such as their physical and mental health and professional development.