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Teacher Quality in the Twenty-First Century: Developing Globally Competent Teachers

Teacher Quality in the Twenty-First Century: Developing Globally Competent Teachers

Erik Jon Byker, Tingting Xu, Juan Chen
Copyright: © 2016 |Pages: 21
ISBN13: 9781522502043|ISBN10: 1522502041|EISBN13: 9781522502050
DOI: 10.4018/978-1-5225-0204-3.ch024
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MLA

Byker, Erik Jon, et al. "Teacher Quality in the Twenty-First Century: Developing Globally Competent Teachers." Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, et al., IGI Global, 2016, pp. 496-516. https://doi.org/10.4018/978-1-5225-0204-3.ch024

APA

Byker, E. J., Xu, T., & Chen, J. (2016). Teacher Quality in the Twenty-First Century: Developing Globally Competent Teachers. In T. Petty, A. Good, & S. Putman (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning (pp. 496-516). IGI Global. https://doi.org/10.4018/978-1-5225-0204-3.ch024

Chicago

Byker, Erik Jon, Tingting Xu, and Juan Chen. "Teacher Quality in the Twenty-First Century: Developing Globally Competent Teachers." In Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, Amy Good, and S. Michael Putman, 496-516. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0204-3.ch024

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Abstract

In the twenty-first century, teachers and those who are preparing to become teachers are situated in a global and technological context. Such context necessitates that high quality teachers help to equip their learners to navigate an interconnected and interdependent world. Society's interconnectedness and interdependence means that the decisions made by an individual and a community affect the lives of other human beings around the world (Herrera, 2012). Being globally competent means understanding how the world is interrelated and the ways people can make a difference each other's lives. The purpose of this chapter is to describe and report on ways to develop globally competent teachers. The chapter also reports on the authors' empirical studies related to international perspectives on teacher preparation and the development of global competencies. The chapter concludes with empirical and practitioner-oriented recommendations for preparing high quality teachers to also be global competent.

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