Foreword (Miri Yemini)PrefaceAcknowledgementsSECTION I: GLOBAL COMPETENCEChapter 1:Intercultural Competence as the Core to Developing Globally Engaged Teachers (Nanda Dimitrov & Darla K. Deardorff)What Competencies Do Globally Engaged Teachers Need?Developing the Core: Intercultural CompetenceAttitudesKnowledgeSkillsInternal OutcomesExternal OutcomesImplications for Teaching DevelopmentDeveloping Further: Intercultural Teaching CompetenceCurrent Trends and Gaps in Instructor DevelopmentGapsMentoring for Intercultural Teaching Competence: Current Approaches and Future PossibilitiesOrganization/Curriculum Level PreparationIndividual Instructor Development: Beyond AwarenessDeveloping Perspective-Taking and Awareness of PositionalityExperiential and Community-Engaged ApproachesFacilitation Skill Practice with FeedbackDeveloping Curriculum Design CompetenciesGuided ReflectionSummaryReferencesChapter 2: Global Competence Education Strategies: A View from Around the World and Considerations for Implementation (Elisa Briga, Sarah-Louise Jones, Corinna Howland, and Melissa Liles)International Intergovernmental Conceptions of Global Competence EducationOrganisation for Economic Co-operation and Development (OECD)The United Nations Educational, Scientific, and Cultural Organization (UNESCO)Council of Europe (CoE)European Union (EU)Discussion of Conceptions of Global CompetenceFrom Inter-Governmental Strategies to Practical ImplementationSelected National Conceptions of Global Competence EducationBelgium (Flanders)BrazilCanadaEgyptFinlandGreeceItalyNew ZealandSingaporeSouth KoreaUnited KingdomUnited StatesComparing National StrategiesApproachesKey ActorsConsiderations for Successfully Embedding Global Competence in School EducationStakeholder AlignmentHolistic ApproachProfessional Development for Teachers and Teacher TraineesSummaryAcknowledgementsReferencesChapter 3: The Non-Formal Education Sector and Global Competence Education (Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)Defining the Non-Formal Education Sector in the Context of Global CompetenceResearch DesignSubject Pool and Participant SelectionLimitationsPreliminary FindingsDefining Global Competence in the NFE SectorOverview of Key Global Competence Education OfferingsNFE-FE GCE RelationshipsCase StudiesAsia SocietyInspire CitizensMUNDU (Bridge 47 Network Member)AFS Intercultural Programs and European Federation for Intercultural Learning (EFIL)DiscussionConclusionAcknowledgementsReferencesSECTION II: SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRE-SERVICE TEACHERSChapter 4: Developing Global Perspectives in Pre-Service Teachers: Approaches from the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather Linville)Defining Global EducationGlobal Education in our Teaching ContextTeaching Approaches: Opportunities in Global EducationMelissa’s Approach: Application of Human Rights EducationHeather’s Approach: International CooperationGerardo’s Approach: Critical Global EducationLiterature CirclesCritical Analysis of CurriculumCommon ActivitiesChallenges in Global EducationConclusionReferencesChapter 5: Global Competence Development Through the Lens of Graduate Students in Action Research Courses (Alina Slapac, Sarah A. Coppersmith, and Jingxin Cheng)Global Competence in Schools of EducationAction Research FrameworkTheoretical FrameworkContext and ParticipantsMethodologyData CollectionReflectionsSelf-Assessment Using the GCLCFindings and DiscussionQualitative Data AnalysisParticipants’ Perspectives on their Own Global CompetenceRelationship of Global Competence in Formulating and Framing Action ResearchContinuing to Grow as a Globally Competent TeacherQuantitative Data AnalysisPre Self-Assessment ResultsPost Self-Assessment ResultsDiscussion of ResultsLimitationsConclusionReferencesChapter 6: Through Their lenses: Pre-Service Teachers’ Perceptions of the Value of Their International Teaching Experiences (Kimberly Howard)Developing Global Competence and EmpathyComplications with Studying ITEsUnderstanding ITEs Through the Lenses of Pre-Service TeachersMethodologyData AnalysisFindingsForming RelationshipsGaining Experience as TeachersGaining Personal and Professional Self-ConfidenceConceptual LearningExpanding Their WorldviewAnalyzing Multiple Perspectives of EducationDiscussionImplications and RecommendationsConclusionReferencesChapter 7: The “Five Cs” of Cultural Immersion: Adding Depth and Meaning to International Student Teaching (Laura L. Stachowski, Kimberly Howard, Ken Pritchard, and Amara Stuehling)World-Readiness Standards for Learning LanguagesIn a Nutshell: Global Gateway for TeachersPre-Departure PreparationOn-Site SupportProgram DesignThe Five Cs: Learning Languages and Student Teacher ImmersionIn Support of the StructureThe Five Cs in Student Teaching Immersion ExperiencesCommunicationPreparationOn-SiteStudent Teacher VoicesCulturesPreparationOn-SiteStudent Teacher VoicesConnectionsPreparationOn-SiteStudent Teacher VoicesCommunitiesPreparationOn-SiteStudent Teacher VoicesDiscussionReferencesSECTION III: INTERNATIONAL COLLABORATION IN TEACHER PREPARATIONChapter 8: Developing an Equitable Global South-North Partnership in Support of Transformative Study Abroad: A Botswana Case Study (Agreement L. Jotia, Karen L. Biraimah, and Brianna A. Kurtz)The Transformation of the Rewards and Challenges of U.S. Study Abroad ProgramsIntercultural Competence in Teacher EducationIssues Related to Global South-North PartnershipsNotions of Decoloniality and “Othering”Developing Sustainable and Equitable Global South-North PartnershipsThe University of Botswana (UB) and the University of Central Florida (UCF) PartnershipThe Challenge of Over-Committed Faculty from the Global SouthThe Challenge of Linking Collaborative Partnerships to Quality ProgramsFinancial HurdlesTheoretical Perspectives on the Impact of Globalization, Study Abroad, and Global PartnershipsInternationalization and Global CompetenceImpact on Culturally Responsive PedagogyPerceptions of the Global North and SouthColonialism, Decoloniality, and Their Impact on GlobalizationCritical Cosmopolitan and Social JusticeGlobal CitizenshipMoving from Theory to PracticeMethodologyParticipant DemographicsResultsBasic Knowledge AcquisitionParticipants’ Most Rewarding ExperiencesParticipants’ Most Challenging ExperiencesProfessional Development and Personal GrowthConclusionChapter 9: Building Bridges: A Case Study of a Kenya-US Faculty Exchange and Emerging Partnership (Michelle D. Cude, Florence Kisirkoi, Beatrice N. Manyasi, Nila Akinyi, Elizabeth Asewe, and Lankeu Reson)Context and Components of PartnershipConceptual FrameworkResearch QuestionsReview of the LiteratureBenefits of Teacher ExchangeImpacts of Global PartnershipsCall for Social JusticeMethodQualitative Inquiry/Case StudyData Collection & AnalysisDescription of the ParticipantsFindingsFinding 1: Impact Was Felt on Both the Individual and the Institutional LevelFinding 2: Benefit was MutualBenefits to Kenyan Participants & InstitutionInstitutional Impact in KenyaBenefits to American Participants and InstitutionGoing Abroad is Perspective-AlteringInstitutional Impact in the USFinding 3: Building Relationships as the Essential Foundation for PartnershipInstructor-to-Student RelationshipsStudent-to-Student RelationshipsFinding 4: Challenges Offer Opportunities to Practice the Bold Honesty and Open Dialogues that Sustain Healthy PartnershipsCommunicationRisk-Taking and VulnerabilityUnequal ResourcesNext Steps: Stepping up with Social JusticeA Vision for Partnership GrowthSocial Justice Imperative: Global Access to Quality Teacher EducationDiscussionConclusionReferencesChapter 10:Fostering Pre-Service Teachers’ Social Justice Awareness and Intercultural Competence Through a Virtual Global Community of Practice (Bima K Sapkota, Lili Zhou, Rose Mbewe, Jill Newton, and JoAnn Phillion)Review of Relevant Literature and Theoretical PerspectivesSocial Justice in Teacher EducationIntercultural CompetenceCommunity of PracticeCourse Design and ImplementationCourse and Study ParticipantsResearch MethodsStudy ParticipantsData SourcesData AnalysisFindingsAwareness of Local and Global Social JusticeConceptions of Social Justice Related to Redistribution, Recognition, and RepresentationExploration of Local and Global Social Justice in Educational ContextsIntercultural Competence DevelopmentAwareness of Self and OthersCultural Sensitivity and Intercultural Communication SkillsDiscussionLearning Through Engagement in the GSJE CommunityAnticipated Use of GSJE in Their Future TeachingConclusionReferencesChapter 11: Modeling Global Teaching Pedagogies in Virtual Teacher Exchange (Laura Boynton Hauerwas, Davide Capperucci, and Ilaria Salvadori)Global Values and Competencies in TeachingCollaborative Virtual ExchangeItalian-US American Collaborative Virtual ExchangeModeling and Authentic Practice of Global TeachingSituating Issues in Global and Local ContextCounter NarrativesDialogical Experiences and Thinking RoutinesFour Phases of the Virtual ExchangeDesigning Virtual Exchange for Developing Global CompetenceScaffolding Intercultural CommunicationExperiencing Global Teaching and Applying it AuthenticallyIntegrating ReflexivityConclusions for Teacher EducatorsReferencesSECTION IV: PROFESSIONAL DEVELOPMENT FOR TEACHER EDUCATORSChapter 12: Internationalizing Teaching and Learning Through Faculty Inquiry Circles (Shea Kerkhoff, Natalie Bolton, Chudi Zhou, and Lihong Wang)Review of Relevant LiteratureTheoretical FrameworkGlobally Competent Learning Continuum Teaching for Global Readiness Methods and ContextParticipantsData Collection and AnalysisSurveysSyllabi and Action Research ReportsReflectionsResultsResults from Pre- and Post-Experience SurveysFrequency of Implementing Global Teaching Practices Pre- and Post-InterventionAgreement with Implementing Global Teaching Practices Pre- and Post-InterventionParticipant Ratings of Proficiency in Global Learning Pre- and Post-InterventionResults from Changes to SyllabiResults from Action Research ReportsFindings from the ReflectionsTaking ActionBenefit for the InstructorChallenge for the InstructorDiscussion and ConclusionReferencesAcknowledgmentsChapter 13: Supporting Education for Sustainable Development through an Online Global Forum for Teacher Educators: An Emerging Community of Practice (Ingrid Schudel, Lorna Down, Rosalyn McKeown, Stefan Baumann, Andrew Petersen, and Shepherd Urenje)Online Learning CommunitiesKnowledge Navigation and Stewarding in Communities of PracticeA Reflexive, Realistic Evaluative StudyData Generation Methods and AnalysisFindings and DiscussionKnowledge Navigation in our Community of PracticeKnowledge Stewarding in our Community of PracticeRelational Dynamics across Boundaries in our Community of PracticeContextual Dynamics of Participation in our Community of PracticeTechnology and AccessFinancial ChallengesConclusionReferencesChapter 14: Engaging Globally-Oriented Literacies in Teacher Education: A Guide to Syllabus Revision (Delane Bender-Slack)My Evolution as an International EducatorGlobal LearningGlobal Learning and Global LiteracyInternationalizing a CourseGeneral Process for Internationalizing a CourseStep One: Choose a Global Competence FrameworkStep Two: Plan an Intercultural ProjectStep Three: Integrate Global Competencies into Each Syllabus SectionApplying the Course Revision Process to a Content Area Literacy CourseStep One: Choose Global Competence FrameworkStep Two: Plan an Intercultural ProjectStep Three: Integrate Global Competencies into Each Syllabus SectionExamine the Course ScheduleIncorporate New ActivitiesIncorporate New TextsAnalyze and Adapt Current AssignmentsRevise AssessmentsConclusionReferencesChapter 15: Challenges Encountered in Embedding Global Perspectives in Teacher Preparation Curriculum (Nilufer Guler and Carine Ullom)Review of the LiteratureGlobal EducationTeacher Preparation and Global Competence DevelopmentTeacher Preparation Faculty and Global EducationTheory and FrameworkCore Conceptual Dimensions of Global Citizenship Education (UNESCO)Transformative Learning TheoryResearch MethodsResearch QuestionResearch ContextResearch ParticipantsData CollectionData AnalysisResults and DiscussionLack of Interest and Support within their DepartmentStudent Lack of InterestLack of Opportunities and TimeAdditional, Positive FindingsDiscussionLimitationsImplications and RecommendationsReferencesAcknowledgementReferencesIndexAbout the Contributors