https://orcid.org/0000-0002-6275-3804
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ABSTRACT
In-service K–12 teachers require preparation and support to conceptualize and incorporate global competence into their classroom teaching practices. The state of North Carolina created a state-wide framework for such professional development: the Global Educator Digital Badge (GEDB). The GEDB focuses on developing knowledge and practices of globally competent teaching. To explore state policy to school practice, this intrinsic case study reports findings from teachers, administrators, and professional development providers from a K–5 school with 90% teacher participation in the GEDB. Tenets of effective PD and the Global Competence Teaching Continuum served as frameworks to analyze surveys, focus group, interviews, classroom observations, and documents to discern teachers’ abilities to conceptualize and enact globally competent teaching (via curriculum and instruction). Findings describe teachers’ abilities to define global education, embed global competencies within their curriculum, and implement recommended pedagogical strategies. Shifts in teachers’ practices toward globally competent curriculum and instruction are discussed.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Debra Taylor Hall
Dr. Rebecca Hite is an associate professor of Curriculum & Instruction at Texas Tech University. Her research focuses on emerging technology use in STEM education and STEM teacher leadership in policy spaces.
Rebecca L. Hite
Dr. Debra Taylor-Hall graduated with her doctorate in Curriculum & Instruction from Texas Tech University and is a science consultant in North Carolina. Her research interests focus on global education and citizen science.