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Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons

Due to the implementation of global education and global citizenship education in the 21st century, more focus is given to developing teachers’ global competence in English language teaching. This study aims to examine the perceptions of English as a Second Language (ESL) teachers of (1) global comp...

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Autores principales: Yaccob, Nur Syafiqah, Yunus, Melor Md., Hashim, Harwati
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9381740/
https://www.ncbi.nlm.nih.gov/pubmed/35992460
http://dx.doi.org/10.3389/fpsyg.2022.925160
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author Yaccob, Nur Syafiqah
Yunus, Melor Md.
Hashim, Harwati
author_facet Yaccob, Nur Syafiqah
Yunus, Melor Md.
Hashim, Harwati
author_sort Yaccob, Nur Syafiqah
collection PubMed
description Due to the implementation of global education and global citizenship education in the 21st century, more focus is given to developing teachers’ global competence in English language teaching. This study aims to examine the perceptions of English as a Second Language (ESL) teachers of (1) global competence integration in English teaching and (2) the professional development programs organized by the Ministry of Education (MOE) for their global competence development. A web-survey questionnaire was distributed to 172 Malaysian ESL teachers based on selected criteria. The data collected were analyzed descriptively. The main findings indicated that most ESL teachers showed positive perceptions regarding the importance of global competence and integration in English lessons. Although 83.1% of the 172 participants agreed to have attended 10 or more programs related to developing global competence, the descriptive analysis found the ESL teachers’ moderate knowledge and understanding of what constitutes global competence. In contrast, a high agreement was found regarding their perceptions of the importance of global competence in ESL lessons. Also, most respondents revealed the lack of support from the MOE through professional development programs specifically structured to develop ESL teachers’ global competence. The findings served as a template for a larger-scale study that focuses on implementing global competence in the local non-western context.
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spelling pubmed-93817402022-08-18 Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons Yaccob, Nur Syafiqah Yunus, Melor Md. Hashim, Harwati Front Psychol Psychology Due to the implementation of global education and global citizenship education in the 21st century, more focus is given to developing teachers’ global competence in English language teaching. This study aims to examine the perceptions of English as a Second Language (ESL) teachers of (1) global competence integration in English teaching and (2) the professional development programs organized by the Ministry of Education (MOE) for their global competence development. A web-survey questionnaire was distributed to 172 Malaysian ESL teachers based on selected criteria. The data collected were analyzed descriptively. The main findings indicated that most ESL teachers showed positive perceptions regarding the importance of global competence and integration in English lessons. Although 83.1% of the 172 participants agreed to have attended 10 or more programs related to developing global competence, the descriptive analysis found the ESL teachers’ moderate knowledge and understanding of what constitutes global competence. In contrast, a high agreement was found regarding their perceptions of the importance of global competence in ESL lessons. Also, most respondents revealed the lack of support from the MOE through professional development programs specifically structured to develop ESL teachers’ global competence. The findings served as a template for a larger-scale study that focuses on implementing global competence in the local non-western context. Frontiers Media S.A. 2022-08-03 /pmc/articles/PMC9381740/ /pubmed/35992460 http://dx.doi.org/10.3389/fpsyg.2022.925160 Text en Copyright © 2022 Yaccob, Yunus and Hashim. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Yaccob, Nur Syafiqah
Yunus, Melor Md.
Hashim, Harwati
Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
title Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
title_full Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
title_fullStr Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
title_full_unstemmed Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
title_short Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
title_sort globally competent teachers: english as a second language teachers’ perceptions on global competence in english lessons
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9381740/
https://www.ncbi.nlm.nih.gov/pubmed/35992460
http://dx.doi.org/10.3389/fpsyg.2022.925160
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