{"title":"The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis","authors":"","doi":"10.1016/j.edurev.2024.100627","DOIUrl":null,"url":null,"abstract":"<div><p>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 (<em>g</em> = 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.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000368","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.