The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yanan Zhang , Shenji Zhou , Xi Wu , Alan C.K. Cheung
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引用次数: 0

Abstract

In the era of globalization, the role of teachers is evolving to encompass global competence, prompting the need for teacher training programs dedicated to enhancing and expanding this competence. To comprehend the effect of current training initiatives on teachers’ global competence and guide future design, a research synthesis was undertaken through meta-analysis. This comprehensive meta-analysis, incorporating 105 effect sizes from 37 independent studies, unveiled a moderate to large effect (g = 0.46) of training programs on teachers’ global competence. Notably, we found that the training effects varied across different domains of global competence, with a more pronounced impact on the development of teachers’ knowledge and skills compared to their attitudes. Our findings also indicated some differences and similarities between in-service and pre-service training programs. For in-service teachers, specific attributes of training programs (i.e., delivery by districts and support for ICT) were found to have more significant positive effects. For pre-service teachers, training with a professional guide and solid knowledge building (e.g., courses and workshops) was found to be more effective in fostering their global competence, indicating that establishing a knowledge base should not be undervalued for pre-service teachers. This meta-analysis proposes that teacher training programs can be improved by incorporating “stage-appropriate” learning experiences that enhance teachers’ global competence.

教师培训项目对职前和在职教师全球能力的影响:荟萃分析
在全球化时代,教师的角色正在发生变化,需要具备全球胜任力,这就需要有专门的教师培训计划来提高和扩展这种胜任力。为了解当前培训计划对教师全球能力的影响并指导未来的设计,我们通过荟萃分析进行了研究综述。这项综合荟萃分析包含了来自 37 项独立研究的 105 个效应大小,揭示了培训项目对教师全球胜任力的中等到较大效应(g = 0.46)。值得注意的是,我们发现培训效果在全球能力的不同领域各不相同,与教师的态度相比,对教师知识和技能发展的影响更为明显。我们的研究结果还表明,在职和职前培训项目之间存在一些异同。对于在职教师而言,培训项目的特定属性(即由地区提供培训和对信息与传播技术的支持)具有更显著的积极影响。对于职前教师而言,有专业指导的培训和扎实的知识积累(如课程和研讨会)对培养他们的全球胜任力更为有效,这表明不应低估职前教师建立知识基础的价值。本荟萃分析报告提出,教师培训项目可以通过融入 "阶段适宜 "的学习体验来提高教师的全球胜任力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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